
CHRIST (Deemed to University), Bangalore DEPARTMENT OF ENGLISH AND CULTURAL STUDIES School of Arts and Humanities
Syllabus for BA (Psychology, English/Honours/Honours with Research) Academic Year (2024)


Assesment Pattern
As detailed in the University student handbook
Examination And Assesments
CIA I,II, III and ESE As detailed in the University student handbook
Department Overview:
The Department runs a range of programmes that include open electives, Undergraduate programmes, Post Graduate programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni and students. A variety of student-centred teaching and training pedagogies are practiced by the faculty members. Prominent among them is the use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based discussions, journal clubs, and professional development activities. The department holds several MOUs with International universities facilitating common conferences, visiting faculty, student exchange, and joint-supervision.
Mission Statement:
The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing professional and personal development, and contribute effectively to societal needs.
Introduction to Program:
Psychology is offered as a major in BA dual majors programmes with an option of doing a Honours in psychology with or without research in the fourth year of the undergraduate programme. The courses in psychology are aimed at introducing students to the fundamental processes underlying human behaviour and familiarising them with a few emerging fields and branches of psychology. There are also practicum and skill-building courses like experimental psychology practicum and life-skills education as part of psychology majors. Students can take specialised electives from the fifth semester onwards from a pool of courses. Students are given an opportunity to undertake research projects and internships as part of the four-year BA programme.
Program Objective:
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental theories and concepts in the discipline of psychology in a multidisciplinary learning context PO2: Demonstrate critical thinking, scientific inquiry and problem-solving skills by applying psychological theories and research to real-world scenarios. PO3: Demonstrate an understanding of appropriate values and ethical standards in research, practice, and academic contexts PO4: Demonstrate communication skills, digital and psychological literacy to achieve personal, professional, and community goals. PO5: Demonstrate an understanding of literatures in English and translation and appreciate the role that historical context plays in the creation and interpretation of literary works. PO6: Apply critical and theoretical approaches to the reading and analysis of literary and cultural texts in multiple genres. PO7: Develop critical thinking and imagination through fiction and nonfiction and to familiarize students with cultural diversity. PO8: Analyze the role that intersections among race, gender, class, sexuality, and/or national or global history play in literary studies.

ENG182-1 - DEVELOPING ACADEMIC SKILLS - I (2024 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
Learning Outcome
CO1: Different approaches to knowledge, critical and creative bent of mind, that leads to content-based investigation. Integration of problem-based learning and need-based learning CO2: Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paves the way for research-based reading and writing. CO3: Application of functional grammar and mechanics that enhance conceptual clarity, communicative style, and style of writing. Experiential learning through participatory learning and service learning CO4: Hands-on experience in a research culture which is discipline-specific in nature

Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Text Books And Reference Books: 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
Evaluation Pattern CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III ESE Portfolio Submission
EST101-1 - LITERARY STUDIES: IDEAS AND GENRES (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: This course offers an understanding to literary movements and genres. The focus is on form, structure and terminologies in literature. It enables students to interpret and critique texts and to understand that literature is representational. This course also examines texts in their socio-political context to engage with the historical context and cultural production of literature. Course Objectives: This course aims to 1. offer a comprehensive understanding of the text and the contexts. 2. develop analytical and critical reading strategies 3. enhance students to understand texts from multiple perspectives. 4. develop analytical writing skills and to understand methods of interpretation 5. acquire a literary vocabulary to read and write academic essays
Learning Outcome
CO1: Students will be able - to articulate and analyze literary texts critically CO2: to apply multiple interpretative methods CO3: to analyze texts from different perspectives CO4: to write academic essays using the acquired literary vocabulary

Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Text Books And Reference Books: Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts) Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts) Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Essential Reading / Recommended Reading M. H. A. Abrams, A Glossary of Literary Terms, 7th edition (1999) The Penguin Dictionary of Literary Terms and Literary Theory, 4th edition (1999) The Norton Anthology of Poetry, 5th edition An Outline History of English Literature, William Henry Hudson (1999)
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
PSY101-1 - INTRODUCTION TO PSYCHOLOGY (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
This first-semester course introduces undergraduate psychology majors to the scientific study of human nature. The student would be able to understand how psychologists ask questions from several different perspectives. Students will learn about the various scientific methods psychologists use to study behaviour and become acquainted with many of psychology's important findings and theoretical approaches. Further, students will be able to appreciate the shape that contemporary psychology has taken. The aim is to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to appreciating the social, cultural, and psychological influences on theorising in psychology. The course will equip the student with knowledge and scope for careers in psychology and develop an understanding of the professional skills required for such a career. Students will have learned to think critically about psychological evidence through journal clubs and class discussions embedded in the course.
Learning Outcome
CO1: Explain the fundamental concepts, principles, and scientific approaches in psychology. CO2: Evaluate the history of psychology and how it has impacted today's society. CO3: Reflect on the different career paths, roles, challenges, and responsibilities of a psychologist CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning.

Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature)
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.
Text Books And Reference Books: Feldman, R. S. (2011). Understanding Psychology. Tata McGraw Hill. Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10. 1037/0000165-000
Essential Reading / Recommended Reading Ciccarelli, S.K. & White, J. N. (2012). Psychology (3rd edition). Pearson Education. Dalal, A. K., & Misra, G. (2010). The core and context of Indian psychology. Psychology and developing societies, 22(1), 121-155. Brennan, J.F. (2003). History and systems of psychology (6thEdn.).New Delhi: Pearson Education Inc. Hergenhahn, B.R. & Henley, T. (2013). An Introduction to the History of Psychology. Belmont, CA: Cengage Learning. Hockenbury, D. H. & Hockenbury, S. E. (2011). Discovering Psychology (5th edition). Worth Publishers Showman, A., Cat, L. A., Cook, J., Holloway, N., & Wittman, T. (2013). Five essential skills for every undergraduate researcher. Council on Undergraduate Research Quarterly, 33(3), 16+. https://link.gale.com/a pps/doc/A324399343/ AONE?u=monash&sid =googleScholar&xid= a3697d9b
Evaluation Pattern CIA (Continuous Internal Assessment)-Total Marks - 50 CIA-1: Activity-based Individual Assignment- 10 Marks CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks CIA-3: Individual Assignment - 10 Marks Attendance - 5 Marks CIAs + Attendance = 45+5=50 marks ESE (End Semester Examination) Total Marks- 50, 02 HOURS ESE Question paper pattern Section A- (Short Answers) 02 marks x5Qs =10 Marks Section B- (Essay Type) 10 marks x 3Qs = 30 Marks Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks
PSY161-1 - LIFE-SKILL EDUCATION (2024 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This paper is offered to undergraduate students as a skill-enhancement course. Basically, the course follows the WHO life skills model. Where life skills education is well developed and practised, it enhances the well-being of young minds and promotes a positive outlook and healthy behaviour. The life skills model facilitates the overall development of the individual, and this course will help the learner to translate knowledge, attitude, skills, and values into action. Hence the course adopts an experiential learning pedagogy providing students with an opportunity for personal development.
Learning Outcome
CO1: Explain the significance and major aspects of Life Skills Education CO2: Apply life skills in their day-to-day life situations

Unit-1	Teaching Hours:15
Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-1	Teaching Hours:15
Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-1	Teaching Hours:15
Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-2	Teaching Hours:30
Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Unit-2	Teaching Hours:30
Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Unit-2	Teaching Hours:30
Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Text Books And Reference Books: WHO (1997). Life Skills for Children and Adolescents. WHO (1999). Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting, WHO, Geneva.
Essential Reading / Recommended Reading UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO, Paris.
Evaluation Pattern CIA 1 & 2 will be individual assignments; 5 marks for class engagement and supervisor feedback - 50 marks CIA 3- Department level -submission, viva/presentation - 50 marks Total = 50 + 50 =100 Marks
ENG182-2 - DEVELOPING ACADEMIC SKILLS - II (2024 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction. Objectives • To acquire critical and creative thinking • To develop the taste for theory of knowledge • To be aware of professional and research driven presentation skills • To apply the mechanics in academic writing skills • To use research skills to take a position in writing (writing a paper or presentation)
Learning Outcome
CO1: Different approaches to knowledge, critical and creative bent of mind, lead to a content-based investigation. Integration of problem-based learning and need-based learning CO2: Working knowledge of the different purposes of writing: persuasive (argumentative), analytical, and informative writings, paving the way for research-based reading and writing CO3: Awareness of academic presentation with conceptual clarity and leading to informed stances in writing

Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Text Books And Reference Books: 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.
Essential Reading / Recommended Reading 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.
Evaluation Pattern The participants will take part in Formative Assessment mode. It aims at the learners’ teaching-learning process. A series of mini feedback driven practices and tasks plays a crucial role to measure their grasp of content, its application and performance. Maintaining Portfolio, Mini Project Submission, Self-paced or Time based Skill Specific Online Courses, Conceptual Presentation on Certain Areas of Interest So the evaluation would include portfolio submissions for all the three CIAs and the End Semester
EST103-2 - INTRODUCTION TO CULTURAL STUDIES (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description This is an introductory course on Cultural Studies developed keeping in mind the unique requirements of BA (PE) program. The course is designed to provide a foundation of Cultural Studies as a discipline with its application in and intersection with Psychology. The course acquaints the learner with basic theoretical concepts and both textual and field methods of Cultural Studies. Subsequently, units are designed for learners majoring in Psychology and English to think through the many aspects of culture such as cinema, television, and media. Course Objectives · To introduce learners to the basic concepts and methods of cultural studies. · To acquaint learners to the diverse areas in which Cultural Studies theories and methods can be analytically applied. · To enable learners to develop basic framework of analysis of cultural practices at the intersection of Psychology and Cultural Studies.
Learning Outcome
CO1: After the end of the course learners will be able to: Define, describe, summarize, and interpret basic concepts of Cultural Studies CO2: Contrast, connect, and correlate various concepts of cultural studies with textual, audio-visual, and empirical data CO3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data.

Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A) Culture; (Raymond Williams) Identity; Popular; Power; Representation; (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris) (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A) Culture; (Raymond Williams) Identity; Popular; Power; Representation; (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris) (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A) Culture; (Raymond Williams) Identity; Popular; Power; Representation; (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris) (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-2	Teaching Hours:12
Globalisation, Economy, Experience
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. Chapter 5 (page 164-203- Cultural Studies- Theory and Practice by Chris Barker and Emma Jane Excerpts from the Introduction to Playing the Nation Game: The Ambiguities of nationalism in India by Benjamin Zachariah (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-2	Teaching Hours:12
Globalisation, Economy, Experience
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. Chapter 5 (page 164-203- Cultural Studies- Theory and Practice by Chris Barker and Emma Jane Excerpts from the Introduction to Playing the Nation Game: The Ambiguities of nationalism in India by Benjamin Zachariah (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-2	Teaching Hours:12
Globalisation, Economy, Experience
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. Chapter 5 (page 164-203- Cultural Studies- Theory and Practice by Chris Barker and Emma Jane Excerpts from the Introduction to Playing the Nation Game: The Ambiguities of nationalism in India by Benjamin Zachariah (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-3	Teaching Hours:12
Cultural Identity
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 3: (Page 259-294-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane). Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prashant Ingole
Unit-3	Teaching Hours:12
Cultural Identity
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 3: (Page 259-294-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane). Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prashant Ingole
Unit-3	Teaching Hours:12
Cultural Identity
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 3: (Page 259-294-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane). Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prashant Ingole
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba (SLA) Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba (SLA) Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba (SLA) Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-5	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Resources: Read/Watch/Listen (add details of specific readings, videos, podcasts or any other reference material required during that week) 5 hrs open access digital archival sources and museums to discuss these essays. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer (SLA) Documentary/Field reports https://globaldigitalcultures.org/podcasts/ https://thedigitalworkplace.com/podcasts/is-digital-culture-a-thing/ https://podcasts.ox.ac.uk/episode-2-digital-technologies-and-cultural-heritage https://africandigitalheritage.org/reflecting-value-podcast-the-digital-revolution/ https://globaldigitalcultures.uva.nl/podcasts/podcasts.html https://le.ac.uk/research/institutes/digital-culture/podcasts https://www.epw.in/engage/article/online-gods-podcast-about-digital-cultures-india?0=ip_login_no_cache%3De916783b5e6a7a165d68f0fd5214303d
Unit-5	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Resources: Read/Watch/Listen (add details of specific readings, videos, podcasts or any other reference material required during that week) 5 hrs open access digital archival sources and museums to discuss these essays. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer (SLA) Documentary/Field reports https://globaldigitalcultures.org/podcasts/ https://thedigitalworkplace.com/podcasts/is-digital-culture-a-thing/ https://podcasts.ox.ac.uk/episode-2-digital-technologies-and-cultural-heritage https://africandigitalheritage.org/reflecting-value-podcast-the-digital-revolution/ https://globaldigitalcultures.uva.nl/podcasts/podcasts.html https://le.ac.uk/research/institutes/digital-culture/podcasts https://www.epw.in/engage/article/online-gods-podcast-about-digital-cultures-india?0=ip_login_no_cache%3De916783b5e6a7a165d68f0fd5214303d
Unit-5	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Resources: Read/Watch/Listen (add details of specific readings, videos, podcasts or any other reference material required during that week) 5 hrs open access digital archival sources and museums to discuss these essays. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer (SLA) Documentary/Field reports https://globaldigitalcultures.org/podcasts/ https://thedigitalworkplace.com/podcasts/is-digital-culture-a-thing/ https://podcasts.ox.ac.uk/episode-2-digital-technologies-and-cultural-heritage https://africandigitalheritage.org/reflecting-value-podcast-the-digital-revolution/ https://globaldigitalcultures.uva.nl/podcasts/podcasts.html https://le.ac.uk/research/institutes/digital-culture/podcasts https://www.epw.in/engage/article/online-gods-podcast-about-digital-cultures-india?0=ip_login_no_cache%3De916783b5e6a7a165d68f0fd5214303d
Text Books And Reference Books: Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane Chapter 5 (page 164-203- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Chapter 9: (Page 350-377-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane. Instead of examples given from page 378 onwards, instructors are advised to use illustrations from specific Indian examples and medium). Chapter 8: (Page 296-300 and 313-341-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prahant Ingole Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas Essay: Psychocinematics: Issues and Directions by Arthur P. Shimamura Essay: Sports Fandom as Practice of Subjectivization by Erin C. Tarver Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer Essay- “The Restless Past- An Introduction to Digital Memory and Media” by Andrew Hoskins
Essential Reading / Recommended Reading Culture; Discourse; Everyday; Experience; Globalization; Heritage; Identity; Media; Objectivity; Popular; Power; Space (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris); Subjectivity (From Cultural Theory-The Key Concepts (Second Edition) edited by Andrew Edgar and Peter Sedgwick).
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
EST201-2 - POETRY AND PROSE (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: This course offers an understanding to locate poetry and prose under the various literary movements studied. This also enhances a literature graduate’s understanding of the various forms of poetic and prose expressions. An analytical and critical understanding of how these forms are used in various literatures in English and their evolution over time. This course also offers insights into literary expressions as satire, protest and reactions to various socio-political incidents in history. Contemporary popular culture has also modified these forms to suit their expressions and aesthetics. Course Objectives: This course aims to Understand poetic expressions and prose deliberations as an artistic expression develop analytical and critical reading strategies of the forms of poetry and prose enhance students to understand texts from multiple perspectives. acquire a literary vocabulary to read and write academic essays on the poetic and prose forms.
Learning Outcome
CO1: Students will be able - to articulate and analyze prose and poetry critically CO2: to apply multiple textual analysis to the forms CO3: to analyze texts from the contexts CO4: to write academic essays using the acquired literary vocabulary

Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Text Books And Reference Books: Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn” Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Essential Reading / Recommended Reading A Glossary of Literary Terms by M.H. Abrams History of English Literature by Edward Albert An Introduction to the Social History of England by A.G. Xavier
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
PSY201-2 - PERSONALITY AND INDIVIDUAL DIFFERENCES (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
The course helps students to understand and explore views on personality and individual differences. The course poses an opportunity for students to help understand the various theoretical approaches to the concepts of personality, intelligence and learning. The students will learn the strengths and weaknesses of major theories as well as how to assess and apply these theories. With the support of psychometric tools and lab-based activities, students would be able to identify the various tools to investigate personality and intelligence and be able to better understand themselves and others.
Learning Outcome
CO1: Describe the theoretical perspectives and psychometric assessments in personality and how key assumptions in each approach differentially account for individual differences. CO2: Explain the contribution of behaviourism, cognitivism and social cognitive theory to the understanding of human learning and how it accounts for observed individual differences. CO3: Explain individual differences using various intelligence theories and tests CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.

Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Text Books And Reference Books: Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Ce ngage Learning. Feldman.S.R.( 2009).Essentia ls of understanding psychology ( 7th Ed.) Tata Mc Graw Hill Hall, C.S., Lindzey, G. & Camobell, J.B. (2002). Theory of personality(4t h ed.). John Wiley and Sons.
Essential Reading / Recommended Reading Funder D. C. (2019). The personality puzzle (Eighth). W. W. Norton & Company. Schultz, D.P. & Schultz, S.E. (2013). Theories of Personality (10 Ed.). Cengage Learning
Evaluation Pattern CIA (Continuous Internal Assessment)-Total Marks - 50 CIA-1: Activity-based Individual Assignment- 10 Marks CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks CIA-3: Individual Assignment - 10 Marks Attendance - 5 Marks CIAs + Attendance = 45+5=50 marks ESE (End Semester Examination) Total Marks- 50, 02 HOURS ESE Question paper pattern Section A- (Short Answers) 02 marks x5Qs =10 Marks Section B- (Essay Type) 10 marks x 3Qs = 30 Marks Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks
PSY202-2 - BRAIN AND BEHAVIOUR (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
This second-semester course provides an undergraduate psychology major student with a general understanding of the biological mechanisms by which the brain, nervous system, and endocrine system mediate behaviour and mental processes. The students will be able to appreciate the role of the brain and nervous system in human behaviour and mental processes by studying normal brain functions and biological processes, including neurons and neuronal function, basic brain anatomy, and the sensory systems, as well as potential problems caused by abnormal brain functioning and processes. The course will cover a range of selected behaviours and processes that are critically related to the function of the nervous system. A special emphasis will be placed on research findings that have shed light on the intricacies of the brain-behaviour relationship
Learning Outcome
CO1: Identify the structure and function of the brain and nervous system CO2: Explain the neurochemical and hormonal influences on behaviour CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.

Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Text Books And Reference Books: Carlson, N. R. (2005). Foundations of physiological psychology. Pearson Education. Pinel, J. P. (2009). Biopsychology. Pearson education. Kalat, J. W. (2015). Biological psychology. Cengage Learning.
Essential Reading / Recommended Reading NIL
Evaluation Pattern CIA (Continuous Internal Assessment)-Total Marks - 50 CIA-1: Activity-based Individual Assignment- 10 Marks CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks CIA-3: Individual Assignment - 10 Marks Attendance - 5 Marks CIAs + Attendance = 45+5=50 marks ESE (End Semester Examination) Total Marks- 50, 02 HOURS ESE Question paper pattern Section A- (Short Answers) 02 marks x5Qs =10 Marks Section B- (Essay Type) 10 marks x 3Qs = 30 Marks Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks
EST161-3 - CREATIVE EXPRESSION (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Course Objectives/Course Description: An introduction to the craft of creative expression, this paper offers an engagement with various conventions and processes of art and expression. It focuses on visualizing narratives and enhancing learners in expressing narratives.
Learning Outcome
CO 1: Learners will be able to engage in lateral thinking and creative expression. CO 2: Learners will enable themselves in the art of curation. CO 3: Learners will express themselves creatively in multiple modes of narration

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Text Books And Reference Books:

Reading:

Bono, Edward de. Lateral Thinking: A Textbook of Creativity. Penguin, 2016

Bowers, Faubion. The Classic Tradition of Haiku: An Anthology. Dover Publications Inc., 1996

Berger, John. Ways of Seeing. Penguin, 2008

Sontag, Susan. As Consciousness is Harnessed to Flesh: Journals and Notebooks, 1964-1980. Farrar, Straus and Giroux, 2012

Buckley, Brad and John Conomos. A Companion to Curation. Wiley-Blackwell, 2019

Davis, Mike. Creating Visual Narratives through Photograph: A Fresh Approach to Making a Living as a Photographer. Routledge, 2022.

Essential Reading / Recommended Reading

____

Evaluation Pattern

CIA I	Written Assignment
CIA II (MSE)	Portfolio Assignments
CIA III	Proposal for ESE
ESE	Photo Essay/Documentary/Installations (Audio-visual, Material/Interactive Displays)

EST201-3 - FICTION AND DRAMA (2023 Batch)

Total Teaching Hours for Semester:60

No of Lecture Hours/Week:4

Max Marks:100

Credits:4

Course Objectives/Course Description

Course Description

The Fiction and Drama course explores the literary genres of fiction and drama, including the study of literary techniques, themes, and styles. The course will examine classic and contemporary works in both genres, focusing on the analysis of plot, character, setting, dialogue, and other literary elements. The course will also introduce students to critical theory and literary criticism.

Course Objectives:

· To develop students' critical reading and analytical skills through the study of fiction and drama.

· To introduce students to the key concepts and terminology of literary analysis.

· To enhance students' understanding of the techniques, themes, and styles of fiction and drama.

· To enable students to evaluate and compare works of fiction and drama.

Learning Outcome

CO1: Analyze and interpret works of fiction and drama using appropriate critical approaches and terminology.

CO 2: Evaluate and compare works of fiction and drama.

CO 3: Discuss the techniques, themes, and styles of fiction and drama.

CO 4: Identify and analyze literary devices used in works of fiction and drama

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Text Books And Reference Books:

Required Reading

Mastering English Literature - Richard Gill Palgrave

Essential Reading / Recommended Reading

Required Reading

Mastering English Literature - Richard Gill Palgrave

Evaluation Pattern

Examination and Assessment:

Assessment Pattern	CIA	ESE
40 (CIA)+50(ESE)	20+20	50

Required Reading

Mastering English Literature - Richard Gill Palgrave

Examination & Assessment

CIA I - 20 Marks

1. A class test based on the text

2. Essay on concepts and its application

3. A book/film/media review

CIA III - 20 Marks, the students can be asked

1. To prepare group presentations on topics relevant to the units

2. To put up an exhibition/display of

MSE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks

ESE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks

Formative Assessment Pattern

1. Pre- Course survey/ Pre- Diagnostic test- Multiple-choice, Likert scale (agree-disagree), open-ended questions or a mixture of these question types (literary terms and any previous exposure to the genre)

2. Portfolio-ShortResponse noteson the reading the materials provided (1 article for each text)

3. Diagnostic Assessment- quizzes or short writing assignments, to assess students' understanding of fundamental literary concepts and terminology/ reading comprehension checks or quizzes after students have completed assigned readings

4. Project- based assessment- Blog could be created based on a specific theme or content- Analysis of literary works, Reflections and responses, Creative writing, comparative writing could be the content- final reflection on their blog project, discussing their overall experience, challenges encountered, lessons learned, and insights gained- students to read and comment on each other’s blog posts, providing constructive feedback and engaging in dialogue

Assign students to small groups and have each group analyse a literary work, focusing on elements such as plot, character development, theme, and symbolism. Each group then presents their analysis to the class, and peers provide feedback on the clarity, organization, use of evidence, and coherence of arguments.

FRE181-3 - FRENCH (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

Course Objectives

· To develop basic and communication skills sharpen oral and written skills.

· To enhance knowledge on French culture.

· To enrich the learner’s vocabulary

· To enable learners to engage in and discuss simple topics with ease

Learning Outcome

CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills.

CO2: Basic knowledge of french civilization.

CO3: Enrichment of vocabulary.

CO4: Enhanced ability to engage in conversations and discussions in French with ease.

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Text Books And Reference Books:

Le Robert et Nathan, Conjugaison, English Edition

Essential Reading / Recommended Reading

French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

I. Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

· Section A - Test of linguistic ability through grammar components – 10 marks

· Section B - Test of translating abilities and comprehension, short answers - 20 marks

· Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks

CIA -1 10 marks

CIA- 2 50 marks

CIA –3 10 marks

ESE 50 marks.

Assessment Pattern	CIA (Weight)	ESE (Weight)
CIA 1 – Assignments / Letter writing / Film review	10%
CIA 2 –Mid Sem Exam	25%
CIA 3 – Quiz / Role Play / Theatre / Creative projects	10%
Attendance	05%
End Sem Exam		50%
Total	50%	50%

GER181-3 - GERMAN (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.

Course Objectives:

· To achieve language proficiency skills on the basic level

· To develop the skills demonstrated in the ability to interpret simple texts

· To attain some transcultural competency: an awareness of cross-cultural differences between societies.

· To develop the ability to formulate basic questions.

Learning Outcome

CO1: Listen, understand, and respond to short recordings about everyday life.

CO2: Be familiar with the socio-cultural aspects of the language.

CO3: Remember and apply basic rules of grammar.

CO4: Write simple phrases/ messages/ dialogues/ small paragraphs on every day topics.

CO5: Speak about oneself/ others / the immediate environment / engage in simple conversation.

Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-1	Teaching Hours:8
Guten Tag
Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-2	Teaching Hours:7
Freunde, Kollegen und ich
über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-3	Teaching Hours:7
In Hamburg
Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Unit-4	Teaching Hours:8
Guten Appetit
über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.
Text Books And Reference Books: Netzwerk neu Deutsch als Fremdsprache A1 Textbook, workbook, glossar and 2cd ‘s by Stefanie dengler, Paul rusch, Helenschmitz, Tanja sieber, klett -Langenscheidt publishers
Essential Reading / Recommended Reading 1. Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen publishers 2. Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber publishers 3. Deutsch für den Beruf text book by adelheid h, Max Hueber publishers 4. Deutsch für den Beruf work book by adelheid h, Max Hueber publishers 5. Grammatik intensiv trainer A1 Deutsch – Langenscheidt by Mark lester, larry beason, langenscheid publishers 6. Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber publishers 7. Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, eli publishers
Evaluation Pattern CIA 1 - 10 Marks CIA 2 - 25 Marks CIA 3 - 10 Marks Attendance: 5 Marks End Semester: 50 Marks
HIN181-3 - BASIC HINDI (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
This is a thirty hours course. Students will be exposed to the use of Hindi Language both in oral and written forms. During the course, Hindi alphabets, words, simple sentences, general vocabulary and basic grammar will be taught. At the end of the course students will be able to read, write and speak the Language
Learning Outcome
CO1: Improve the spoken skill. CO2: Acquire reading and writing skill.

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.

Students will be trained in basic HIndi Grammar

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-2

Teaching Hours:7

1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.

Vacbulary developing excercises

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Text Books And Reference Books:

1. Creative writing by: John Singleton

2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena.

3. Cambridge introduction to by: Morley, Davi

Creative writing

Essential Reading / Recommended Reading

1. Creative writing by: John Singleton

2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena.

3. Cambridge introduction to by: Morley, Davi

Creative writing

Evaluation Pattern

Mid-Semester Examination

Course name- Basic Hindi

Course Code-HIN181-3

Paper I – Hindi

Max. Time: 2 Hrs Max. Marks: 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Grammar	1. Multiple choice 2. Change of Gender 3. Change of Number 4. Change of Tense 5. Correct the sentences	10 questions 5 questions 5 questions 5 questions 5 questions	10x1= 10 5x1=5 5x1=5 5x1=5 5x1=5
B	Vocabulary	Vocabulary writing	10question	1 x10= 10
C	Conversation practice	Descriptive type	1 out of 2	1x10=10

End-Semester Examination

Course name- Basic Hindi

Course Code-HIN181-3

Paper I – Hindi

Max. Time: 2 Hrs Max. Marks: 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Grammar	1. Multiple choice 2. Change of Gender 3. Change of Number 4. Change of Tense 5. Correct the sentences	10 questions 5 questions 5 questions 5 questions 5 questions	10x1= 10 5x1=5 5x1=5 5x1=5 5x1=5
B	Vocabulary	Vocabulary writing	10 questions	1 x10= 10
C	Conversation practice	Descriptive type	1 out of 2	1x10=10

HIN281-3 - HINDI (ADVANCED) (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

The detailed text book “Samkaleen Kavita Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Poems written by representative poets of Hindi Literature. The poems reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Since translation is a significant area in language and literature, as well as practice of it in the syllabus.

Students will be exposed to the Indian culture through poetry. Through translation, students can understand different languages, literature and cultures. Famous cultural art forms of India will help the students to know more about the diverse cultures of India.

Paper I - Poetry, Cultural Art forms

Learning Outcome

CO1: Improve the writing skill in literary Hindi

CO2: Improve the analytical skills through critical analysis of the poems

CO3: Will be able to learn the different aspects of Cultural Art forms of India

CO4: To improve the Translation skills.

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Unit-1

Teaching Hours:20

Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela

Cultural art forms of India.

Unit-1

Teaching Hours:20

Translation practice- English to Hindi

Translation practice from English to Hindi

Text Books And Reference Books:

Samakaleen Kavita Sanchay’ (Collection of Poems)

edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs.

Level of knowledge: Analytical

Essential Reading / Recommended Reading

1. A Hand Book of Translation Studies By: Das Bijay Kumar.

2. SaralSubodh Hindi Vyakaran, By: MotilalChaturvedi. Vinod

3. AnuvadEvam Sanchar – Dr.PooranchandTandon, Rajpal and Son’s

4. AnuvadVignan By:Bholanath Tiwari

5. Anuvad Kala By: N.E VishwanathIyer

Evaluation Pattern

Mid-Semester Examination

3 Sem – BA/ B.Sc

Course Code-HIN281-3

Paper I – Hindi

Max. Time: 2 Hrs Max. Marks: 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Poetry	Essay types question	3 questions	3x10=10
B	Cultural art forms of India	Descriptive type	1 question	1x10=10
C	Translation	One passage for translation from English to Hindi	1 question	1 x10= 10

End-Semester Examination

3 Sem – BA/ B.Sc

Course Code-HIN281-3

Paper I – Hindi

Max. Time: 2Hrs Max. Marks : 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Poetry	Essay types question	3 questions	3x10=30
B	Cultural art forms of India	Descriptive type	1 question	1x10=10
C	Translation	One passage for translation from English to Hindi	1 question	1 x10= 10

KAN181-3 - FOUNDATION KANNADA (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

Foundation Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada language for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to un derstand the culture and tradition of the region. By the end of the course, students will be able to identify the letters, understanding meaning and speak simple sentences in Kannada language. The department of languages proposed to offer Functional Kannada (Conversational Kannada) along with two credits and thirty hours of class room teaching for the UG Programme from this academic year 2024-25.

To enable students to communicate in the regional language Kannada.

• Helps the students to converse in Kannada language particularly those have come from other states.

• The course mainly focuses on Conversation and writing skills.

Learning Outcome

CO1: Identify and understand the alphabets and vocabulary

CO2: Develop their communication skills

CO3: Improve their writing skills for various domains.

CO4: Understand the rich culture and heritage of Karnataka.

Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-1	Teaching Hours:15
Introduction to Kannada Phonological system
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Unit-2	Teaching Hours:15
Introduction to Kannada Morphological system:
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah
Essential Reading / Recommended Reading 1. Tili Kannada- K.S. Madhusudana & H.N. Muralidhara
Evaluation Pattern Class Test Oral test ESE
KAN281-3 - KANNADA (ADVANCED) (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Kannada is offered to students of III Semester BA/B.Sc. Courses, as a second language for fifty marks. The students of this semester will study a Play belong to modern fictions and non fictions. The syllabus will help them to learn and write essay writings. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
Learning Outcome
CO1: Expose learners to the modern writings. CO2: Able to understand the literary genre CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings. CO5: Able to write essay writings

Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-1	Teaching Hours:15
Selected poems
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-2	Teaching Hours:10
Selected short stories
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-3	Teaching Hours:20
Selected Prose
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Unit-4	Teaching Hours:5
Language Skills
1. Essay Writing
Text Books And Reference Books: 1. 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. 2. Adhunika Kannada Nataka- K. Marulasiddappa 3.Samagra Kannada Sahitya Charithre
Essential Reading / Recommended Reading 1. Doni saagali Munde Hogali- Kuvempu 2. Ooru Keeri- Siddalingaiah
Evaluation Pattern Writtren Test Wikipedia article creation
KOR281-3 - KOREAN (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Course Description: Basic Korean Level 1 is for Non-Native speakers to learn basic Korean language and to develop their knowledge as well as their communicative skills so as to be able to respond in simple every day contexts. Course Objective: ▪ Module I presents 5 lessons on the Korean writing system. ▪ Module II provides 4 lessons, each containing two conversation tasks, vocabulary and expressions, grammar and speaking, tasks and practices, ▪ Korean culture is introduced.
Learning Outcome
CO1-5: Course outcomes: The purpose of any language is to equip the learner with the four essential skills i.e., LSRW. In keeping with the same, the course outcomes in the second year, Basic Korean Language course have been formulated as follows. At the end of basic level 1 , the student would be able to - - listen, understand and respond to short recordings about everyday life. - be familiar with the socio-cultural aspects of the language. - remember and apply basic rules of grammar. - write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. - speak about oneself/ others / the immediate environment / engage in simple conversation.

Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-1	Teaching Hours:12
Hangeul 1-8
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Unit-2	Teaching Hours:18
Lesson 1-4
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs
Text Books And Reference Books: Textbook: Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook)
Essential Reading / Recommended Reading Reference books: 1. Grammar and vocabulary supplementary book 2. Korean Culture 77.
Evaluation Pattern Question Paper Pattern ▪ Section A - Test of linguistic ability through grammar components – 10 marks ▪ Section B - Test of translating abilities and comprehension, short answers – 20 marks ▪ Section C - Test of writing skills / Dialogue and Essay writing – 20 mark
PSY181-3 - SERVICE LEARNING (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Service learning combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Service-learning programs involve students in activities that address community-identified needs while developing their academic skills and commitment to their community. It not only helps students to observe, analyze and understand the community but also allows the student to identify themselves in the community, build community partnerships and take up civic responsibilities. The course gives a first-hand opportunity for a student to utilize academic knowledge and skills by adopting a participatory learning approach. The course expects students to complete a minimum of 30 hours of community work under faculty supervision. There would be weekly class meetings that help students to reflect on their learning and learn from peers.
Learning Outcome

Unit-1	Teaching Hours:15
Introduction
Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service: The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome, Social outcome, Learning outcome, and Career outcome.
Unit-1	Teaching Hours:15
Introduction
Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service: The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome, Social outcome, Learning outcome, and Career outcome.
Unit-1	Teaching Hours:15
Introduction
Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service: The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome, Social outcome, Learning outcome, and Career outcome.
Unit-2	Teaching Hours:30
Field work
Planning and carrying out a community service project under supervision - 30 hours of community work Weekly reflections & Supervision
Unit-2	Teaching Hours:30
Field work
Planning and carrying out a community service project under supervision - 30 hours of community work Weekly reflections & Supervision
Unit-2	Teaching Hours:30
Field work
Planning and carrying out a community service project under supervision - 30 hours of community work Weekly reflections & Supervision
Text Books And Reference Books: Astin, A. W., Vogelgesang,L. J., Ikeda, E.K., & Yee, J.A. (2000).How service-learni ng affects students. Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E.P. (2009).Positive youth development. Handbook of adolescent psychology.
Essential Reading / Recommended Reading Astin, A. W., Vogelgesang,L. J., Ikeda, E.K., & Yee, J.A. (2000).How service-learni ng affects students. Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E.P. (2009).Positive youth development. Handbook of adolescent psychology.
Evaluation Pattern CIA 1 - Individual assignment - 20 marks CIA 2 - Individual assignment - 25 marks 5 marks - Class engagement and supervisor feedback Total = 20+25+5 = 50 marks
PSY301-3 - BASIC COGNITIVE PROCESS (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Cognitive Processes are the most basic aspects in the attempt to understand the psychology of individuals. This course will help students to understand the structure and functioning of senses; the principles of perception, and how perception helps an individual to understand their world; principles, and theories of memory and attention. Through classroom discussions and research discussions, the student will also be able to apply this knowledge in their daily lives to improve their own functioning, as well as apply it to evaluate various real-world issues such as artificial intelligence, machine learning, design thinking and so on. The experimental psychology laboratory practicum taken alongside the course during the semester will help students understand various psychophysical experiments and connect the theoretical underpinnings of such tests to concepts learned in this course.
Learning Outcome
CO1: Describe basic concepts, historical trends, scope, debates, and methods in cognitive psychology. CO2: Explain different components of cognition, including sensation, perception, attention, consciousness, memory, and language, and their underlying process and theories. CO3: Evaluate the relevance of higher cognitive processes, including problem-solving, critical thinking, decision-making and creativity, in determining people's behaviour CO4: Apply cognitive psychology principles to explain how people evaluate, make decisions, and act in various situations and contexts

Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-1	Teaching Hours:15
Foundations of Cognitive Processes
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-2	Teaching Hours:16
Perception, Memory, Language and Thinking;
Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-3	Teaching Hours:14
Understanding the Problem
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Unit-4	Teaching Hours:15
Reasoning and Decision Making; Deductive Reasoning
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being
Text Books And Reference Books: 1) E. Bruce Goldstein. (n.d.). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience, 5E (5th ed.). Wadsworth
Essential Reading / Recommended Reading 1) Eysenck, Michael W. "Principles of Cognitive Psychology." Routledge. 2) Farmer, T. A., & Matlin, M. W. (2019). Cognition. John Wiley & Sons. 3) Sternberg, Robert J. and Sternberg, Karin. "Cognitive Psychology." Cengage Learning. 4) Annual Review of Psychology. Annual Reviews 5) Davidson, Janet E. and Sternberg, Robert J. "The Psychology of Problem Solving." Cambridge University Press. 6) Kahneman, Daniel. "Thinking, Fast and Slow." Farrar, Straus and Giroux. 7) Kahneman, Daniel, Slovic, Paul, and Tversky, Amos (Eds.). "Judgment under Uncertainty: Heuristics and Biases." Cambridge University Press.
Evaluation Pattern CIAs - 45 marks CIA 1 - 10 marks (Individual Assignments) CIA 2 (MSE) - 25 marks (mid-semester exam- case study-based questions) CIA 3 - 10 Marks (Individual Assignments) Attendance - 5 marks (As per the University Policy) End Semester Examination - 50 marks End Semester Pattern- 2 hrs- 50 Marks Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks Section B (Short answers). 5 Marks X 2Qs= 10 Marks Section C (Essay questions). 10 Marks X 2Qs= 20 Marks Section D (Case study). 10 Marks x 1Q= 10 Marks Total - CIA + Attendance + ESE = 45 + 5 + 50 = 100 Marks
PSY361-3 - EXPERIMENTAL PSYCHOLOGY (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:3
Course Objectives/Course Description
The coursework aims to provide undergraduate psychology students with the knowledge and hands-on practice of experimental psychology. The course imparts training in classic and contemporary experiments from the domains of sensation and perception and other cognitive processes. The course introduces students to traditional psychophysical experiments and contemporary computer-assisted experiments. In the process, they will be provided with an understanding of central concepts, such as ethics, lab protocols and major elements of a psychological experiment, including variables and hypothesis. The course adopts a problem-based learning approach where students will get an opportunity to conduct a computer-assisted experiment to explain a given psychophysical phenomenon. Due attention is given to issues of identifying and selecting experiments, conducting experiment processes in an ethical manner and writing APA-style reports. The course has two components of lecture and laboratory work. The lecture classes will consist of a mixture of lectures and group discussions. Lectures are designed to clarify and deepen understanding of experimental methods and descriptive statistics. The laboratory sections will be a space to practice conducting psychological experiments and to begin learning some basics of data analysis.
Learning Outcome
CO1: Define basic principles and techniques in experimental psychology. CO2: Analyze experimental data with the knowledge of basic statistical techniques and software packages like SPSS, MS-Excel or JAMOVI. CO3: Conduct and report psychological experiments following ethical protocols and APA guidelines.

Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-1	Teaching Hours:30
Basic statistics and experimental methods
Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Unit-2	Teaching Hours:30
Experiments and assessments
Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective.
Text Books And Reference Books: Kaur, H (2012).Experimental Psychology. Phi Learning Private Ltd. Myers, A., & Hansen, C. (2006).Experimental psychology. Thomson Wadsworth. Cohen, R. J. & Swerdlik,M. E. (2013).Psychological Testing and Assessment: An Introduction to Tests and Measurement (Eighth Edition). McGraw-Hill. Gravetter, F.J. &Wallnau, L.B.(2009).Statisti cs for the Behavioral Sciences (9th Ed.). Cengage Learning.
Essential Reading / Recommended Reading Experimental psychology with advanced experiments, Vol 1 & 2, Concept Publishing Company. Woodworth, R S; Schlosberg, H (1971).Experimental Psychology, Oxford & IBH Publishing Company, Private Limited. Baron, J. (2000). Thinking and Decision Making.Cambridge University. Martin, D. W. (2008). Doing psychology experiments. Thomson-Wad sworth.
Evaluation Pattern CIA 1: Lab Report (25 marks) + Class engagement and Supervisor Feedback (5 marks) - 30 marks CIA 2: Mini Project - 20 marks CIA 3: Department Level Exam- Viva/demonstration, written exam - 50 Marks TOTAL = 30+20+50 = 100 marks
SAN181-3 - BASIC SANSKRIT (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary.
Learning Outcome
CO1: Identify and understand the alphabet and vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills.

Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-1	Teaching Hours:15
Unit:1 Phonetics:
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Unit-2	Teaching Hours:15
Unit 2 Morphology
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale 3.A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman
Essential Reading / Recommended Reading 1. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 2. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessment and an end Semester Examination. 1. Objective type of exam and oral examination as CIA and end exam 2. 85% of attendance. 3. The final credits will be weighted average of 2 CIA and ESE
SAN281-3 - SANSKRIT (ADVANCED) (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech.
Learning Outcome
CO1: Specify the classification and characteristics of selected portions of Literature CO2: Understand in detail with application shlokas CO3: Learn in-depth selected portions of the texts CO4: Deliberate the characteristics of selected portions of literature. CO5: Write in detail with examples.

Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-1	Teaching Hours:12
Poetry: Meghadootham 1 canto,
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-2	Teaching Hours:12
? Panchatantra of Vishnu Sharma
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature.
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Unit-3	Teaching Hours:8
Grammar
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech
Text Books And Reference Books: 1) Meghadhootham of Kalidasa. Edited by Dr. Ashok Kaushik 2) Panchatantra of Vishnu Sharma. Edited by Dr.Naveen Kumar Jha and Dr.Anjan 3) Sanskrit Grammar Kannada version by Dr. Satish Hegde.
Essential Reading / Recommended Reading 1) Meghadhootham of Kalidasa. Edited by Dr. Kusumaagraja 2) Meghadhootham of Kalidasa. Edited by Dr. Ratnakar Narale 3) Panchatantra of Vishnu Sharma. Edited by Dr. Shubha Vilas. 4) Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale
Evaluation Pattern CIA 1 Wikipedia article creation CIA 2 Midsemester examination CIA 3 Wikipedia article creation End semester examination
SPA181-3 - SPANISH (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
“Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish. This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write.
Learning Outcome
CO1: Student will be able to talk casually about topics of current public and personal events. CO2: Students in the Spanish program develop in-depth content knowledge about Hispanic cultures. CO3: Student will be able to understand most speech on familiar topics Student can read and understand written texts in areas of the their special interest. CO4: Student will able to recognize the value of Spanish language learning and Hispanidad cultures through participation in a variety of activities.

Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-1	Teaching Hours:8
Unit 1 ? Recuerdos!
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-2	Teaching Hours:8
Unit 2 ? Nosotros
Learning to introduce each other identifying genders and number(singular and plural) Articles(definite and indefinite)
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-3	Teaching Hours:8
Unit 3 ? Expresar intenciones
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Unit-4	Teaching Hours:7
Unit 4 ? Dónde está
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be”
Text Books And Reference Books: Textbook : ‘Aula Internacional 1’
Essential Reading / Recommended Reading Recommended Reading: 1. Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape, Busuu, Duolingo.
Evaluation Pattern CIA 1 - 10 Marks CIA 2 - 25 Marks CIA 3 - 10 Marks Attendance : 5 Marks End Semester : 50 Marks
TAM281-3 - TAMIL (ADVANCED) (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Tamil is available as a second language for second-year BA/BSc/B. Com/H/ BBA students. Various Programmes such as Guest lectures, Translation workshops, Tamil Theatre performances, (Intra-class literary competitions), Student poets meet, Bhasha Utsav, Role play, Certificate programme, Paper presentations, and so on are offered by the Department of Languages. The department focuses on improving students' critical, analytical, and communicative skills. The program's association with academic bodies and literary and cultural organization’s adds value and provides a contemporary approach to teaching, learning, and study in Tamil.
Learning Outcome
CO1: Understand and Appreciate the Tamil language & patriotism CO2: Gain knowledge of the king sacrifies his life towards Tamil litreture. Understand about nature of the king Nandhivarman. CO3: Gain the knowledge about how to write an essay on General topics. CO4: Use digital tools and resources to enhance Tamil language learning, including online dictionaries, language learning apps, and multimedia resources.

Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-1	Teaching Hours:6
1.Bharathidasan kavithaigal.
1.Tamilin enimai 2.Ennaalo? 3.Ulaga ottrumai 4.Tholilaalar vinnappam. 5.Maanida sakthi. 6.Saintha Tharasu. 7.putthaga Saalai.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-2	Teaching Hours:6
2.Nanthikkalambagam.
1.Vetri murasa chirappau. 2.Nandhi mannanin kodai chirappu. 3. Nandhi mannanin veera chirappu. 4.Thalaivi kuttru. 5.Thalaivan than nenchodu kelatthal. 6.Tholi kuttru. 7.Paattudai thalivan perumai kural. 8.Thalaivi venir paruvam kandu varunthudal.
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-3	Teaching Hours:10
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
1.Ulagamengum olikkum peyar. 2. Kavinnar Nokucchi. 3.Havaai Thivugal. 4.America. 5.Sivappu Indiar. 6.Ayarlathil moontru naal. 7.Ulagil azhagiya parris
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-4	Teaching Hours:4
GRAMMAR-
Thol. Porul Adhigaram
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Unit-5	Teaching Hours:3
Language Skill-
General essay writing
Text Books And Reference Books: 1. Bharathidasan kivithaigal –As mentioned in the syllabus. NCBH ,Chennai. 2. Tamizh Illakkiya varalaru- Thamizh pulavar varalaru Noorrandu murai Published with financial assistance from the ministry of culture, Government of India. M. Arunachalam, Gandhi vidyalayam, Tiruchitrambalam Mayuram- Tanjavur District 3. Nandhikkalambagam—by kazhagam publisher , Chennai . 4. ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
Essential Reading / Recommended Reading 1. Tholgappiyam-. Porul Adhigaram- by Tholgappiyar 2. Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- 600024 3. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District.
Evaluation Pattern CIA 1 Class test CIA 2 Mid semester Examination CIA 3 class test End semester examination
EST301-4 - LITERARY THEORY (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: The paper initiates the students to unlearn some of their conventional notions about what is literature; introduces them to a varied schools of literary criticism and critical theory; and equips them to frame their own sense of 'literature' and 'theory'. Course Objectives: This course aims to introduce the students to concepts, concerns, critical debates in theorising literary texts and expose them to the applicability of these theoretical frameworks. It will enable students to critically perceive and engage with the production of meanings, significations and negotiations. This paper will act as a bridge to Cultural Studies; Popular Culture; Indian Literatures; Postcolonial Studies; Ecological Studies and other studies that will be introduced in the final year and Honours in English.
Learning Outcome
CO 1: Display familiarity with basic theories in literature CO 2: Apply theories as frameworks to analyze literary and other texts CO 3: Debate on the feasibility of theory in application to lived reality CO 4: Demonstrate an understanding of the arguments and limitations of different theoretical perspectives CO 5: Argue for their takes on several theoretical positions with justification

Unit-1	Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
I.1 What is Literature? I.2 What is Literary Criticism; Literary/Critical Theory? 1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis (An Overview of the development of theory)
Unit-1	Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
I.1 What is Literature? I.2 What is Literary Criticism; Literary/Critical Theory? 1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis (An Overview of the development of theory)
Unit-1	Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
I.1 What is Literature? I.2 What is Literary Criticism; Literary/Critical Theory? 1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis (An Overview of the development of theory)
Unit-1	Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
I.1 What is Literature? I.2 What is Literary Criticism; Literary/Critical Theory? 1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis (An Overview of the development of theory)
Unit-1	Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
I.1 What is Literature? I.2 What is Literary Criticism; Literary/Critical Theory? 1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis (An Overview of the development of theory)
Unit-2	Teaching Hours:15
The Linguistic and Inter-disciplinary Turn
II. 1. Structuralism a. What is Structuralism? b. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss II. 2. Narratology : Telling and Retelling Stories a. What is Narratology ? b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp II. 2 Poststructuralism What is Poststructuralism? Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-2	Teaching Hours:15
The Linguistic and Inter-disciplinary Turn
II. 1. Structuralism a. What is Structuralism? b. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss II. 2. Narratology : Telling and Retelling Stories a. What is Narratology ? b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp II. 2 Poststructuralism What is Poststructuralism? Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-2	Teaching Hours:15
The Linguistic and Inter-disciplinary Turn
II. 1. Structuralism a. What is Structuralism? b. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss II. 2. Narratology : Telling and Retelling Stories a. What is Narratology ? b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp II. 2 Poststructuralism What is Poststructuralism? Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-2	Teaching Hours:15
The Linguistic and Inter-disciplinary Turn
II. 1. Structuralism a. What is Structuralism? b. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss II. 2. Narratology : Telling and Retelling Stories a. What is Narratology ? b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp II. 2 Poststructuralism What is Poststructuralism? Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-2	Teaching Hours:15
The Linguistic and Inter-disciplinary Turn
II. 1. Structuralism a. What is Structuralism? b. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss II. 2. Narratology : Telling and Retelling Stories a. What is Narratology ? b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp II. 2 Poststructuralism What is Poststructuralism? Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-3	Teaching Hours:10
The Pattern of the Mind, Language and Literature
III. 1 Psychoanalysis: What is Psychoanalysis and psychoanalytic criticism? Key Ideas/Theorists: Sigmund Freud and Jacques Lacan III. 2 Feminism: What is Feminism? Pre-poststructuralist’ Feminist Literary Theory Poststructuralist Feminist Theory Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous
Unit-3	Teaching Hours:10
The Pattern of the Mind, Language and Literature
III. 1 Psychoanalysis: What is Psychoanalysis and psychoanalytic criticism? Key Ideas/Theorists: Sigmund Freud and Jacques Lacan III. 2 Feminism: What is Feminism? Pre-poststructuralist’ Feminist Literary Theory Poststructuralist Feminist Theory Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous
Unit-3	Teaching Hours:10
The Pattern of the Mind, Language and Literature
III. 1 Psychoanalysis: What is Psychoanalysis and psychoanalytic criticism? Key Ideas/Theorists: Sigmund Freud and Jacques Lacan III. 2 Feminism: What is Feminism? Pre-poststructuralist’ Feminist Literary Theory Poststructuralist Feminist Theory Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous
Unit-3	Teaching Hours:10
The Pattern of the Mind, Language and Literature
III. 1 Psychoanalysis: What is Psychoanalysis and psychoanalytic criticism? Key Ideas/Theorists: Sigmund Freud and Jacques Lacan III. 2 Feminism: What is Feminism? Pre-poststructuralist’ Feminist Literary Theory Poststructuralist Feminist Theory Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous
Unit-3	Teaching Hours:10
The Pattern of the Mind, Language and Literature
III. 1 Psychoanalysis: What is Psychoanalysis and psychoanalytic criticism? Key Ideas/Theorists: Sigmund Freud and Jacques Lacan III. 2 Feminism: What is Feminism? Pre-poststructuralist’ Feminist Literary Theory Poststructuralist Feminist Theory Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous
Unit-4	Teaching Hours:15
Ideology and the Subject: Freedom of Mind and Expression
IV. 1 Ideology and Discourse: a. What is Ideology? b. Key Ideas/Theorists: Karl Marx; Louis Althusser c. What is Discourse and its implications? d. Key Ideas/Theorists: Michel Foucault
Unit-4	Teaching Hours:15
Ideology and the Subject: Freedom of Mind and Expression
IV. 1 Ideology and Discourse: a. What is Ideology? b. Key Ideas/Theorists: Karl Marx; Louis Althusser c. What is Discourse and its implications? d. Key Ideas/Theorists: Michel Foucault
Unit-4	Teaching Hours:15
Ideology and the Subject: Freedom of Mind and Expression
IV. 1 Ideology and Discourse: a. What is Ideology? b. Key Ideas/Theorists: Karl Marx; Louis Althusser c. What is Discourse and its implications? d. Key Ideas/Theorists: Michel Foucault
Unit-4	Teaching Hours:15
Ideology and the Subject: Freedom of Mind and Expression
IV. 1 Ideology and Discourse: a. What is Ideology? b. Key Ideas/Theorists: Karl Marx; Louis Althusser c. What is Discourse and its implications? d. Key Ideas/Theorists: Michel Foucault
Unit-4	Teaching Hours:15
Ideology and the Subject: Freedom of Mind and Expression
IV. 1 Ideology and Discourse: a. What is Ideology? b. Key Ideas/Theorists: Karl Marx; Louis Althusser c. What is Discourse and its implications? d. Key Ideas/Theorists: Michel Foucault
Unit-5	Teaching Hours:10
Theory and Beyond
V. 1 Postmodernism: Knowledge and Glocalization a. What is Modernism and Postmodernism? b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard V.2 Ecocriticism : Green Studies and Sustainability a. What is Ecocriticism? b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm
Unit-5	Teaching Hours:10
Theory and Beyond
V. 1 Postmodernism: Knowledge and Glocalization a. What is Modernism and Postmodernism? b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard V.2 Ecocriticism : Green Studies and Sustainability a. What is Ecocriticism? b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm
Unit-5	Teaching Hours:10
Theory and Beyond
V. 1 Postmodernism: Knowledge and Glocalization a. What is Modernism and Postmodernism? b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard V.2 Ecocriticism : Green Studies and Sustainability a. What is Ecocriticism? b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm
Unit-5	Teaching Hours:10
Theory and Beyond
V. 1 Postmodernism: Knowledge and Glocalization a. What is Modernism and Postmodernism? b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard V.2 Ecocriticism : Green Studies and Sustainability a. What is Ecocriticism? b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm
Unit-5	Teaching Hours:10
Theory and Beyond
V. 1 Postmodernism: Knowledge and Glocalization a. What is Modernism and Postmodernism? b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard V.2 Ecocriticism : Green Studies and Sustainability a. What is Ecocriticism? b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm
Text Books And Reference Books: Prescribed Text: Peter Barry: Beginning Theory: An Introduction to Literary and Cultural Theory and Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. Print
Essential Reading / Recommended Reading Abrams, M.H. A Glossary of Literary Terms. 8^th ed. New York: Wardworth, 2005. Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Rpt. New Delhi: OUP, 2006. Culler, Jonathan. The Pursuit of Signs: Semiotics, literature, deconstruction. London/New York: Routledge, 2001. Print. Devy, G.N., ed. Indian Literary Criticism: Theory and Interpretation. Rpt. Hyderabad: Orient Longman, 2007. Print. Eagleton, Terry. Literary Theory: An Introduction. 2^nd ed. Oxford: Blackwell, 2008 ---. The Function of Criticism. London: Verso, 2005. Print. Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5^th ed. New York: OUP, 2005. Print. Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. Print. John, Eileen, and Dominic McIver Lopes, eds. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print. John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. New Delhi: Affiliated East-West Press, 1998. Print. Klages, Mary. Literary Theory: A Guide for the Perplexed. London: Continuum, 2006 Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York:Norton, 2001. Print. Rice, Philip, and Patricia Waugh. Modern Literary Theory. 4^th ed. London: Hodder Arnold, 2001. Print. Rivkin, Julie, Michael Ryan, eds. Literary Theory: An Introduction. Rev ed. Oxford: Blackwell, 2003. Print. Rooney, Ellen ed. Feminist Literary Theory. Cambridge: CUP, 2006. Print. Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford: OUP, 2006. Print.
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks CIA II: Mid Semester Section A: Any 3 questions out of 5. (3x10=30) (Conceptual Questions) Section B: 1x 20=20. Application question. Compulsory no choice. Total = 50. CIA I: A class test (open book or otherwise on concepts and application) for 20 marks CIA III: Any creative test that is application based for 20 marks. End Semester Pattern Section A: 5x10 =50 (Answer any 5 out of 7) Conceptual Questions alone Section B: 2x25 = 50 (Answer any 2 out of 3) Application based Total 100 The questions can be specific to topics or comparative.
EST304-4 - MIND, CULTURE, SOCIETY (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description This is an intermediate level course which trains the students to critically analyze the ideas of self, mind, and society at the intersection of Psychology and Cultural Studies. The course is designed to provide conceptual and empirical tools to think in a multidisciplinary as also interdisciplinary framework about the nature of thinking and how it is in a dynamic relation with culture and society constituting a large array of human experience. The course also trains students to tackle more complex theoretical and empirical texts building on previous courses especially in Cultural Studies and Literary Theory. A competence in those courses is assumed. The course uses multiple resources including academic writings and varied forms of visual texts. Course Objectives · To train learners in developing a theoretical and empirical framework incorporating disciplinary aspects of Psychology and Cultural Studies. · To train learners in analysing cultural and social phenomena based on the above-mentioned framework. · To give the basics of new frontiers in the understanding of mind, culture, and society with the advent of AI and other innovations.
Learning Outcome
CO 1: Define, describe, summarize, and interpret multi- and inter-disciplinary concepts used in Psychology and Cultural Studies. CO 2: Contrast, connect, and correlate multi- and inter-disciplinary concepts used in Psychology and Cultural Studies with textual, audio-visual, and empirical data. CO 3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data.

Unit-1	Teaching Hours:12
Tracing the Field
This unit lays the theoretical and conceptual foundation of the ways in which questions of self, mind, and society have been thought both in the Western tradition as well as in the postcolonial Indian condition. The learners will get a full range of thinkers both from the global and national perspectives at the interface of mind, culture, and society. Ashis Nandy- “The Uncolonized Mind” from The Intimate Enemy Charles Lindholm- Chapter 2: “The Discovery of the Individual” and Chapter 3 “Authenticity and its Vicissitudes” from Culture and Identity
Unit-1	Teaching Hours:12
Tracing the Field
This unit lays the theoretical and conceptual foundation of the ways in which questions of self, mind, and society have been thought both in the Western tradition as well as in the postcolonial Indian condition. The learners will get a full range of thinkers both from the global and national perspectives at the interface of mind, culture, and society. Ashis Nandy- “The Uncolonized Mind” from The Intimate Enemy Charles Lindholm- Chapter 2: “The Discovery of the Individual” and Chapter 3 “Authenticity and its Vicissitudes” from Culture and Identity
Unit-1	Teaching Hours:12
Tracing the Field
This unit lays the theoretical and conceptual foundation of the ways in which questions of self, mind, and society have been thought both in the Western tradition as well as in the postcolonial Indian condition. The learners will get a full range of thinkers both from the global and national perspectives at the interface of mind, culture, and society. Ashis Nandy- “The Uncolonized Mind” from The Intimate Enemy Charles Lindholm- Chapter 2: “The Discovery of the Individual” and Chapter 3 “Authenticity and its Vicissitudes” from Culture and Identity
Unit-2	Teaching Hours:12
Language and Thought
The unit introduces to the learners the complex ways in which language and thought is constitutive of debates around culture. The learners will be made aware of the multiple ways in which this problem has been addressed. Claude Levi-Strauss- “The Science of the Concrete (Pg 1-22) from The Savage Mind Michel Foucault- “Preface” from The Order of Things Ludwig Wittgenstein- §1- 18 from Philosophical Investigations
Unit-2	Teaching Hours:12
Language and Thought
The unit introduces to the learners the complex ways in which language and thought is constitutive of debates around culture. The learners will be made aware of the multiple ways in which this problem has been addressed. Claude Levi-Strauss- “The Science of the Concrete (Pg 1-22) from The Savage Mind Michel Foucault- “Preface” from The Order of Things Ludwig Wittgenstein- §1- 18 from Philosophical Investigations
Unit-2	Teaching Hours:12
Language and Thought
The unit introduces to the learners the complex ways in which language and thought is constitutive of debates around culture. The learners will be made aware of the multiple ways in which this problem has been addressed. Claude Levi-Strauss- “The Science of the Concrete (Pg 1-22) from The Savage Mind Michel Foucault- “Preface” from The Order of Things Ludwig Wittgenstein- §1- 18 from Philosophical Investigations
Unit-3	Teaching Hours:24
The Indian Cultural Selves
This unit acquaints the learners to the diverse ways in which “self” is created in the Indian context. The unit is divided into readings and visual texts covering issues such as caste, gender religion, class, youth culture and memory. B R Ambedkar- “Castes in India” in The Essential Writings of B R Ambedkar edited by Valerian Rodrigues Nida Kirmani-“Deconstructing and Reconstructing ‘Muslim Women’ through Women's Narratives.” Journal Of Gender Studies (doi: /10.1080/09589230802584253) Constantine V. Nakassis-Youth Masculinity, ‘Style’ and the Peer Group in Tamil Nadu, India Vanita Sharma- Inherited Memories Second-Generation Partition Narratives from Punjabi Families in Delhi and Lahore Visual Texts: Short Film- In My Own Skin (dir: Mehak Jamal) Documentary- Seasons of Life (dir: Dolly Kikon) Photographs- “Talking Albums- Pictures and their Spoken Story” in People’s Archive of Rural India Film: Sleeping Cities (dir: Shaunak Sen)
Unit-3	Teaching Hours:24
The Indian Cultural Selves
This unit acquaints the learners to the diverse ways in which “self” is created in the Indian context. The unit is divided into readings and visual texts covering issues such as caste, gender religion, class, youth culture and memory. B R Ambedkar- “Castes in India” in The Essential Writings of B R Ambedkar edited by Valerian Rodrigues Nida Kirmani-“Deconstructing and Reconstructing ‘Muslim Women’ through Women's Narratives.” Journal Of Gender Studies (doi: /10.1080/09589230802584253) Constantine V. Nakassis-Youth Masculinity, ‘Style’ and the Peer Group in Tamil Nadu, India Vanita Sharma- Inherited Memories Second-Generation Partition Narratives from Punjabi Families in Delhi and Lahore Visual Texts: Short Film- In My Own Skin (dir: Mehak Jamal) Documentary- Seasons of Life (dir: Dolly Kikon) Photographs- “Talking Albums- Pictures and their Spoken Story” in People’s Archive of Rural India Film: Sleeping Cities (dir: Shaunak Sen)
Unit-3	Teaching Hours:24
The Indian Cultural Selves
This unit acquaints the learners to the diverse ways in which “self” is created in the Indian context. The unit is divided into readings and visual texts covering issues such as caste, gender religion, class, youth culture and memory. B R Ambedkar- “Castes in India” in The Essential Writings of B R Ambedkar edited by Valerian Rodrigues Nida Kirmani-“Deconstructing and Reconstructing ‘Muslim Women’ through Women's Narratives.” Journal Of Gender Studies (doi: /10.1080/09589230802584253) Constantine V. Nakassis-Youth Masculinity, ‘Style’ and the Peer Group in Tamil Nadu, India Vanita Sharma- Inherited Memories Second-Generation Partition Narratives from Punjabi Families in Delhi and Lahore Visual Texts: Short Film- In My Own Skin (dir: Mehak Jamal) Documentary- Seasons of Life (dir: Dolly Kikon) Photographs- “Talking Albums- Pictures and their Spoken Story” in People’s Archive of Rural India Film: Sleeping Cities (dir: Shaunak Sen)
Unit-4	Teaching Hours:12
Digital Technology and Emerging Socialities
This unit provides students the basics of the debate on the idea of thinking and the social in the aftermath of digital revolution. Essay- Andreas Kaplan- “Artificial Intelligence (AI): When Humans and Machines Might Have to Coexist” (pg 21-32) in AI for Everyone Nick Seaver- “Algorithms as Culture: Some Tactics for the Ethnography of Algorithmic Systems” in Big Data & Society Documentary: The Social Dilemma (dir: Jeff Orlowski)
Unit-4	Teaching Hours:12
Digital Technology and Emerging Socialities
This unit provides students the basics of the debate on the idea of thinking and the social in the aftermath of digital revolution. Essay- Andreas Kaplan- “Artificial Intelligence (AI): When Humans and Machines Might Have to Coexist” (pg 21-32) in AI for Everyone Nick Seaver- “Algorithms as Culture: Some Tactics for the Ethnography of Algorithmic Systems” in Big Data & Society Documentary: The Social Dilemma (dir: Jeff Orlowski)
Unit-4	Teaching Hours:12
Digital Technology and Emerging Socialities
This unit provides students the basics of the debate on the idea of thinking and the social in the aftermath of digital revolution. Essay- Andreas Kaplan- “Artificial Intelligence (AI): When Humans and Machines Might Have to Coexist” (pg 21-32) in AI for Everyone Nick Seaver- “Algorithms as Culture: Some Tactics for the Ethnography of Algorithmic Systems” in Big Data & Society Documentary: The Social Dilemma (dir: Jeff Orlowski)
Text Books And Reference Books: ----
Essential Reading / Recommended Reading ----
Evaluation Pattern Since CIA I insists on individual testing, there could be three ways of testing the students 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review For CIA III, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE and ESE- Centralized Exam
FRE181-4 - FRENCH (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease
Learning Outcome
CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease.

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-1

Teaching Hours:6

Étape 5

See you at the college

▪ See you at the college.

▪ Talking about life in college

▪ Talk about our timetable

▪ Vocabularies of college, months, seasons, timing etc.

▪ Le verbe aller

▪ Pourquoi/parce que

▪ Les questions avec où et quand

▪ Il y a

Imagine a dream college

6 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2

Teaching Hours:8

Unit 6

Étape 6

Fashion and us

▪ Talking about fashion

▪ Talking about what we buy

▪ Describe our style

▪ Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

▪ Les adjectifs démonstratifs

▪ Le verbe pouvoir

▪ Les articles indéfinis et définis

▪ La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-3

Teaching Hours:8

Unit 7

Étape 7

At our home

▪ Describe our home

▪ Organising our room

▪ Talk about our daily activities

▪ Vocabularies of house, organisation, daily life etc.

▪ Le verbe venir

▪ Les préposition de lieu

▪ L’impératif pour donner des conseils

▪ Chez+pronotonique

▪ Les verbes pronominaux

Imagine a real home

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4

Teaching Hours:8

Unit 8

Étape 8

▪ Talking about dream destinations

▪ Making holiday plans

▪ Telling the story of a trip

▪ Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

▪ Le verbe partir

▪ Le futur proche

▪ Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Text Books And Reference Books:

Textbook : Adomania 1 Methode de Français A1

Le Robert et Nathan, Conjugaison, English Edition

Essential Reading / Recommended Reading

French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

I. Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

· Section A - Test of linguistic ability through grammar components – 10 marks

· Section B - Test of translating abilities and comprehension, short answers - 20 marks

· Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks

CIA -1 10 marks

CIA- 2 50 marks

CIA –3 10 marks

ESE 50 marks.

Assessment Pattern	CIA (Weight)	ESE (Weight)
CIA 1 – Assignments / Letter writing / Film review	10%
CIA 2 –Mid Sem Exam	25%
CIA 3 – Quiz / Role Play / Theatre / Creative projects	10%
Attendance	05%
End Sem Exam		50%
Total	50%	50%

GER181-4 - GERMAN (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:100

Credits:2

Course Objectives/Course Description

Course Objectives:

· To achieve language proficiency skills on the medium level

· To develop the skills demonstrated in the ability to interpret simple texts

· To attain some transcultural competency: an awareness of cross-cultural differences between societies.

· To develop the ability to formulate questions

Learning Outcome

CO1: Understand and perform tasks in varied areas of social life with the help of the acquisition of communicative, linguistic and cultural know-how

CO2: Judge and do tasks in varied areas of day-to-day life activities

CO3: Formulate phrases related to personal details and particular concrete situations.

CO4: Recall the basic phrases and use them effectively

CO5: Interact and speak in small social gatherings.

Unit-1

Teaching Hours:8

Alltag und Familie

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen.

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-1

Teaching Hours:8

Alltag und Familie

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-2

Teaching Hours:8

Zeit mit Freunden

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,Entrepreneurship,Employability,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

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Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-3

Teaching Hours:7

Arbeitsalltag

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Unit-4

Teaching Hours:7

Fit und gesund

Syllabus Unit Mapping

1.Development Needs:Regional,National,Global,Local,

2.Skill Focused:Skill Development,

3.Integration of Cross Cutting Issues:None,

Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,

Perfekt mit haben und sein

Text Books And Reference Books:

Netzwerk neu Deutsch als Fremdsprache A1 Textbook, Workbook, Glossar and 2 CDs by Stefanie Dengler, Paul Rusch, Helen Schmitz, Tanja Sieber, Klett -Langenscheidt Publishers

Essential Reading / Recommended Reading

1. Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen Publishers

2. Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber Publishers

3. Deutsch für den Beruf text book by Adelheid h, Max Hueber Publishers

4. Deutsch für den Beruf work book by Adelheid h, Max Hueber Publishers

5. Grammatik Intensiv Trainer A1 Deutsch – Langenscheidt by Mark Lester, Larry Beason, Langenscheid Publishers

6. Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber Publishers

7. Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, Eli Publishers

Evaluation Pattern

Assessment Pattern	CIA (Weight)	ESE (Weight)
CIA 1 – Assignments / Creative Projects	10%
CIA 2 –Mid Semester Exam	25%
CIA 3 – Viva / Group assignment	10%
Attendance	05%
End Semester Exam		50%
Total	50%	50%

HIN181-4 - BASIC HINDI (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

This is a thirty hours course. Students will be exposed to the use of Hindi Language both in oral and written forms. During the course, Hindi alphabets, words, simple sentences, general vocabulary and basic grammar will be taught. At the end of the course students will be able to read, write and speak the Language

Learning Outcome

CO1: Improve the spoken skill.

CO2: Acquire reading and writing skill.

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-1

Teaching Hours:17

1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language

Students will be trained in basic HIndi language

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-2

Teaching Hours:7

Translation Theory and process,Types of translation,qualities of a good translatot

Translation practice

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Unit-3

Teaching Hours:6

Conversation practice.

Basic conversation skill development in Hindi

Text Books And Reference Books:

1. Creative writing by: John Singleton

2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena.

3. Cambridge introduction to by: Morley, Davi

Creative writing

Essential Reading / Recommended Reading

1. Creative writing by: John Singleton

2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena.

3. Cambridge introduction to by: Morley, Davi

Creative writing

Evaluation Pattern

Mid-Semester Examination

Course name- Basic Hindi

Course Code-HIN181-3

Paper I – Hindi

Max. Time: 2 Hrs Max. Marks: 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Grammar	1. Multiple choice 2. Change of Gender 3. Change of Number 4. Change of Tense 5. Correct the sentences	10 questions 5 questions 5 questions 5 questions 5 questions	10x1= 10 5x1=5 5x1=5 5x1=5 5x1=5
B	Vocabulary	Vocabulary writing	10question	1 x10= 10
C	Conversation practice	Descriptive type	1 out of 2	1x10=10

End-Semester Examination

Course name- Basic Hindi

Course Code-HIN181-3

Paper I – Hindi

Max. Time: 2 Hrs Max. Marks: 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Grammar	1. Multiple choice 2. Change of Gender 3. Change of Number 4. Change of Tense 5. Correct the sentences	10 questions 5 questions 5 questions 5 questions 5 questions	10x1= 10 5x1=5 5x1=5 5x1=5 5x1=5
B	Vocabulary	Vocabulary writing	10 questions	1 x10= 10
C	Conversation practice	Descriptive type	1 out of 2	1x10=10

HIN281-4 - HINDI (ADVANCED) (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

The detailed text book “Samkaleen Katha Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Stories written by representative poets of Hindi Literature. The stories reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Film appreciation and creative writings are included.

Paper I - Poetry, Cultural Art forms

Learning Outcome

CO1: Improve the writing skill in literary Hindi

CO2: Improve the analytical skills through critical analysis of the story

CO3: Will be able to learn the different aspects of Movies

CO4: To improve the Creative skills.

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Unit-1

Teaching Hours:20

Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal

An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A

Unit-1

Teaching Hours:20

Creative Writing

Creative Writing

Unit-1

Teaching Hours:20

FILM APPRECIATION

FILM APPRECIATION

Text Books And Reference Books:

Samakaleen Katha Sanchay’ (Collection of stories)

edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs.

Level of knowledge: Analytical

Essential Reading / Recommended Reading

1. Vanijya Hindi – By A V Narti 2 Creative writing – By : John Singleton 3 Adhunik Hindi Nibandh – By: Bhuvaneshwarichandran Saksena 4 Cambridge introduction to – By: Morley, Dav

Evaluation Pattern

Mid-Semester Examination

3 Sem – BA/ B.Sc

Course Code-HIN281-4

Paper I – Hindi

Max. Time: 2 Hrs Max. Marks: 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Poetry	Essay types question	3 questions	3x10=10
B	Cultural art forms of India	Descriptive type	1 question	1x10=10
C	Translation	One passage for translation from English to Hindi	1 question	1 x10= 10

End-Semester Examination

3 Sem – BA/ B.Sc

Course Code-HIN281-3

Paper I – Hindi

Max. Time: 2Hrs Max. Marks : 50

Section	Subject Title	Types of Questions	Choice	Marks
A	Poetry	Essay types question	3 questions	3x10=30
B	Cultural art forms of India	Descriptive type	1 question	1x10=10
C	Translation	One passage for translation from English to Hindi	1 question	1 x10= 10

KAN181-4 - FOUNDATION KANNADA (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

Foundational Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to understand the culture and tradition of the region. By the end of the course, students will be able to understand, speak, read and write in Kannada language. The department of languages proposed to offered Foundational Kannada along with two credits and thirty hours of class room teaching for the BA/B.SC. /B.COM and BBA Courses in UG Programme from this academic year 2024-25.

Course Objective:

• To enable students to communicate in the regional language Kannada.

• Helps to converse in Kannada language particularly those have come from other states.

• The course mainly focuses on Conversation and writing skills.

Learning Outcome

CO1: Remember and write the Kannada vocabulary

CO2: Understand words and write Kannada meaning

CO3: Evaluate text and create the sentences

CO4: Appy the language to the context

Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-1	Teaching Hours:15
Syntax: Sentence Formation
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Unit-2	Teaching Hours:15
Conversational activity in various contexts: script writing, Skit based activity
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah
Essential Reading / Recommended Reading 1.Muddu Kannada: R. L. Anantharamiah 2.Tili Kannada- K.S. Madhusudana & H.N. Muralidhara 3.Conversational Kannada: N D Krishnamurthy & Dr. U P Upadhyaya
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments, written exam and Viva-Voce CIA 1: First written test to test their writing ability (Vocabulary) - 20 Marks CIA 2: Second written test to test their writing ability MSE (Sentences) – 50 Marks CIA 3: Oral test to test their listening and speaking ability. (Skit based activity)- 20 Marks Attendance- 05 ESE: End Semester Examination – 50 Marks
KAN281-4 - KANNADA (ADVANCED) (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Kannada is offered to students of IV Semester BA, BSC Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Play, modern fictions and Formal Letters. The syllabus will help them to learn and write a different forms of Formal letters. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
Learning Outcome
CO1: Expose learners to the post modern writings. CO2: Able to understand the literary genre CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings CO5: Able to improve their theatrical skills.

Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-1	Teaching Hours:20
Modern Play
Yayati By Girisha Karnad
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-2	Teaching Hours:5
A short story
Mouni By U.R. Ananthmurty
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Unit-3	Teaching Hours:5
: Language Skills
Formal Letter Writing
Text Books And Reference Books: 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. Adhunika Kannada Nataka- K. Marulasiddappa Samagra Kannada Sahitya Charithre
Essential Reading / Recommended Reading Adhunika Kannada Kathegalu Vyavaharika Kannada Suvarna Nataka Sahitya
Evaluation Pattern Writtren Test Wikipedia article creation
KOR281-4 - KOREAN (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
The course is designed to further develop the knowledge and communicative skills of those who have completed the Basic Korean Language Level I. Upon completion of the course, students should be able to manage conversation and listening, reading and writing on the topics related to asking for a telephone number, making a phone call, inquiring by telephone, talking about daily routines, talking about plans for the week, talking about the location of an object and a building, giving the reason for going somewhere, asking how to use public transportation and how long public transportation takes. Each lesson contains three conversation tasks, reading and speaking, listening and speaking, grammar and speaking and vocabulary and expressions. Korean culture is introduced.
Learning Outcome
CO1: listen, understand and respond to short conversations about everyday life. CO2: remember and apply basic rules of grammar. write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO3: be familiar with the socio-cultural aspects of the language.

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-1

Teaching Hours:5

What is your phone number?

Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-2

Teaching Hours:5

Where are you going?

Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-3

Teaching Hours:5

Watch a movie at the theater.

Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-4

Teaching Hours:5

I didn't go to school yesterday.

Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-5

Teaching Hours:5

Where is the bank?

Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Unit-6

Teaching Hours:5

How do I get to Sogang University?

Asking how to use public transportation and how long public transportation takes, grammar-How/marker (by means of, from to)/ please do (something)/sentence ending of formal polite style

*Summary of the lessons

Text Books And Reference Books:

Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook)

Essential Reading / Recommended Reading

1. Grammar and vocabulary supplementary book

2. Korean Culture 77

Evaluation Pattern

CIA I: 10 (Assignment/Dictation test)

CIA II: 25 (Written test)

CIA III: 10 (Assignment/Dictation test)

ESE : 50 (Written test)

PSY301-4 - DEVELOPMENTAL PSYCHOLOGY (2023 Batch)

Total Teaching Hours for Semester:60

No of Lecture Hours/Week:4

Max Marks:100

Credits:4

Course Objectives/Course Description

The course will help the students to develop an understanding of human development from conception to the later stages of life. This course has been conceptualized in order to provide a general introduction to various developmental concepts across the different stages of the lifespan, with the nature versus nurture debate as a concurrent theme. The primary purpose of this course is to examine the physical, cognitive, and socio-emotional development of infants, children, adolescents, and adults and the various factors (e.g., genetics, parenting, peer groups, culture) that influence development. Prominent theories of development and research methods in developmental psychology are reviewed. Specific topics that are covered include prenatal development, aggression, attachment, gender development, language development, moral development, cognitive development, cultural influences, and ageing.

Learning Outcome

CO1: Describe basic concepts, principles, debates, stages and domains of developmental psychology

CO2: Describe physical and cognitive development from the prenatal to adolescence with focus on the interplay of genetic and environmental factors

CO3: Explain changes in socio-emotional and identity development, examining the role of gender, peers and parents.

CO4: Describe how developmental theories extend to explain adulthood and later-life challenges like a midlife crisis, ageing and facing death.

Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-1	Teaching Hours:6
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-2	Teaching Hours:22
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-3	Teaching Hours:20
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Unit-4	Teaching Hours:12
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities
Text Books And Reference Books: Santrock, J.W. (2009).Life Span Development:A Topical Approach (3rd Edition).McGraw Hill,Education Dixon, W. E. (2003).Twenty studies that revolutionized child psychology. Prentice Hall. Berk, L. E.(2016).Exploring lifespan development. Pearson.
Essential Reading / Recommended Reading Berk, L. E.(2016).Exploring lifespan development. Pearson. Arnett, J. J. (2014).Adolescence and emerging adulthood.Pearson Education Limited. Berk, L. E.(2016).Exploring lifespan development. Pearson.
Evaluation Pattern 5 marks for attendance as per University Policy CIA 1 & 3 will be individual assignments CIA2- will be mid-semester exam- case study based questions End Semester Pattern- 2 hrs- 50 Marks Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks Section B (Short answers). 5 Marks X 2Qs= 10 Marks Section C (Essay questions). 10 Marks X 2Qs= 20 Marks Section D (Case study). 10 Marks x 1Q= 10 Marks
PSY302-4 - BASIC SOCIAL PSYCHOLOGY (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
This course has been conceptualised for students to understand the historical and scientific developments in the field of social psychology. Students will explore the theoretical bases of the development of the social self and the dynamics of social perception and cognition, interpersonal attraction, prosocial behaviour, aggression, prejudice, attitudes, social influence and group processes in a social context. The course will engage students through pedagogy designed for a hands-on experience, critical reading of journal articles, discussion of contemporary social issues, and small study groups to facilitate a deeper understanding of human social behaviour. Further, the course aims to use a multicultural and intersectional lens to build on the student's understanding.
Learning Outcome
CO1: Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies CO2: Identify social psychological concepts to understand themselves in social situations CO3: Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience. CO4: Examine cross-cultural perspectives and factors influencing prosocial behaviour and interpersonal relationships.

Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-1	Teaching Hours:12
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-2	Teaching Hours:12
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases).
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Unit-3	Teaching Hours:12
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth.
Text Books And Reference Books: Benet-Martínez, V.(2012).Multicultura lism : Cultural, social and personality processes.pp. 1-7. (In Eds.)Kay Deaux and Mark Snyder.The Oxford Handbook of Personality and Social Psychology.Oxford University press. Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited. Bowleg, L. (2017).Intersectionali ty : An Underutilized but Essential Theoretical Framework for Social Psychology.pp 515-522. (In Eds.) Brendan Gough. Palgrave Handbook of Critical Social Psychology.Palgrave Macmillan Figgou, L. & Pavlopoulos, P.(2015).Social psychology :Research methods.International Encyclopedia of the Social & Behavioral Sciences (2nd Ed.) Volume 22. Pp.544–552.http://dx.doi.org/10.1 016/B978-0-08-097086-8.24028-2
Essential Reading / Recommended Reading Misra, G. & Dalal,A.K. (2001). Social Psychology in India: Evolution and Emerging trends. (In Eds) Ajit. K. Dalal and Girishwar Misra. New Directions in Indian Psychology : Social Psychology (Volume 1).Sage Publications. Qui,L., Chan,S.H.M., & Chan, D(2018).Big data in social and psychological science: theoretical and methodological issues. Journal of Computational Social Science 1,pp. 59–66.https://doi.org/10.100 7/s42001-017-0013-6 Smith. J.R. & Haslam, S.A. (2012).Social psychology : Revisiting the classic studies. Sage publications. Reading material and Resources :Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited. Kassin, S. Fein, S. & Markus, H. (2014). Social Psychology, (9th ed.). Wadsworth- Cengage learning. Myers, D.G , Sahajpal ,P. & Behera, P. (2019) Social Psychology, (10th Ed). McGraw Hill Education (India) Private Limited). Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited.Crisp, R.J. & Turner,R.N. (2020). Essential Social Psychology, (4th ed.).Sage Publications. Reicher.S & Haslam,S.A. (2006). Tyranny revisited : Groups, psychological well-being, and the health of societies. The Psychologist, 19(3). Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited. Smith, P.B., Fischer, R., Vignoles, V.L. & Bond, ,M.H. (2013). Understanding Social Psychology across cultures: Engaging with others in a changing world (2nd Ed.). Sage Publications Ltd.
Evaluation Pattern 5 marks for attendance as per University Policy CIA 1 & 3 will be individual assignments CIA2- will be mid-semester exam- case study based questions End Semester Pattern- 2 hrs- 50 Marks Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks Section B (Short answers). 5 Marks X 2Qs= 10 Marks Section C (Essay questions). 10 Marks X 2Qs= 20 Marks Section D (Case study). 10 Marks x 1Q= 10 Marks
SAN181-4 - BASIC SANSKRIT (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary.
Learning Outcome
CO1: Identify and improved vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills. CO4: Improve memory and recall ability. CO5: pronounce, enunciate, and understand the meaning.

Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-1	Teaching Hours:10
Units:1
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-2	Teaching Hours:12
Unit 2
1. Simple sentences 2. Action words 3.Library 4.Eatable
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Unit-3	Teaching Hours:6
Grammar
1. Akaarantha napumsaka linga shabdaani
Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale
Essential Reading / Recommended Reading 1. A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman 2. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 3. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessment and an end Semester Examination. 1. Objective type of exam and oral examination as CIA and end exam 2. 85% of attendance. 3. The final credits will be weighted average of 2 CIA and ESE
SAN281-4 - SANSKRIT (ADVANCED) (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech.
Learning Outcome
CO1: Analyze the literature critically. CO2: Acquaint the students with the linguistic features, aesthetic sense, and other specific key features of famous Sanskrit prose and poetry CO3: Develop the style of creating literary works (prose and poetry) in Sanskrit. CO4: Understand the origin and development of Sanskrit drama. CO5: Appreciate the linguistic features, aesthetic sense, and other specific key features of famous Sanskrit Works.

Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-1	Teaching Hours:12
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-2	Teaching Hours:12
Uttara Ramacharitham of Bhavabhuti
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king.
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Unit-3	Teaching Hours:6
Grammar- Samasa Prakaranam
1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms
Text Books And Reference Books: 1) Ayodhya Kanda from “Champuramayana of Bhoja 2) Uttara Rama charitham of Bhavabhuthi edited by M.R Kale
Essential Reading / Recommended Reading 1) Sanskrit Grammar by M.R. Kale. 2) History of Sanskrit literature by Dr. M.S. Shivakumaraswamy. 3) History of Sanskrit literature by Krishnamachari.
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. 1. CIA 1 – will be Sanskrit Wikipedia –Project (1) 2. CIA 2 – Mid-semester Examination 3. CIA 3 – will be Sanskrit Wikipedia- Project (2) 4. CIA ‘s and Attendance will have 50% weight 5. The end-semester examination will have 50% weight. 6. The final grade will be weighed average of ESE and CIAs.
SPA181-4 - SPANISH (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Course Description: “Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write.
Learning Outcome
CO1: Student will able to comprehend and respond with grammatical accuracy to spoken and written Spanish. CO2: Student will able to recognize the value of Spanish language learning and cultures through participation in a variety of activities. CO3: Student will able to demonstrate language learning skills and strategies as cognitive and social development.

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-1

Teaching Hours:5

Unit 7 Dirección

o Asking and specifying direction

o Describing about appearance and characters

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2

Teaching Hours:5

Unit 8 Gustar

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3

Teaching Hours:5

Unit 9 Descripciones

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4

Teaching Hours:5

● Unit 10 pueblos y ciudades

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5

Teaching Hours:5

Unit 11 habla de tu amigo

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Unit-6

Teaching Hours:5

Unit 12 describiendo una vez plan en presente

o Talk about the present and plans

o Travel and past tense

Text Books And Reference Books:

“Aula International 1” A1/A2 . Is designed to develop listening, speaking,

writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This

course is intended for students with no prior knowledge of Spanish .This method leads easy way

to communicate and to carry out tasks in Spanish.

Essential Reading / Recommended Reading

Spanish websites like Duolingo, Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape,

Busuu, Etc

Evaluation Pattern

Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

● Section A - Test of linguistic ability through grammar components –15 marks

● Section B - Test of translating abilities and comprehension, short answers - 15 marks

● Section C - Test of writing skills / dialogue and essay writing – 20 marks

TAM281-4 - TAMIL (ADVANCED) (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:02

Course Objectives/Course Description

Course Description and Course Objectives

The department IS well-organized curriculum includes courses on literature, culture, and language competency that enable students to gain

the expertise they need to succeed in their future employment.

1. Silappathigaram-(Ilangovadigal) Purancheri Irutthak Kathai .The Silappathikaram tells of the young merchant Kovalans marriage to thevirtuous Kannaki (Kannagi), his love for the courtesan Madhavi, and hisconsequent ruin and exile in Madhurai, where he is unjustly executed after trying to sell his wife,s anklet to a wicked goldsmith who had stolen thequeens anklet and charged.

2. Natrinai (Tamil: meaning excellent tinai), is a classical Tamil poeticwork and traditionally the first of the Eight Anthologies (Ettuthokai) in the

Sangam literature. The collection – sometimes spelled as Natrinai or Narrinai – contains both akam (love) and puram (war, public life) category

of poems

3. Aathangarai Oram' Novel- by Iraianbu IAS- clarified the answer to the question of how we can overcome the challenge posed to natural

beauty and resources by growing cities and the needs of cities. Even if the government mobilizes people for the welfare of the people and fights morally without violence, its plans will be fulfilled with the ferocity of the government. Those who opposed it till the end will get self-satisfied that this is the last dam; and then go to rally against another such attempt.Based on this realistic situation, this novel called ;Aathangarai Oramwhich is very well written, is seen as the best Indian literature written inTamil. This innovation was seen to broaden people's minds and stimulate thought while emphasizing aesthetic sense and humanistic qualities.

4.Ani ilakkanam-This lesson offers a brief introduction to Ani ilakkanam- the grammar concerning the use of figures of speech.Traditionally, Tamil grammar is divided into 5 parts-viz. ‘ezhuthu’ or(letter), ‘sol’ or (word), ‘porul’ or (subject),‘yappu’ i.e.,(prosody ormetrics)and‘ani’. .‘Anikal’ or figures of speech are the decorative aspects of a language. They are used to add beauty to the written text. The word ‘ani’ in Tamilmean‘beauty’.

5.Translation serves as a bridge in our connected world, enabling the exchange of ideas, political cooperation, economic growth, and cultural understanding. As our world becomes increasingly interconnected, the role of translation as a beacon of understanding in a sea of diversity becomes even more critical. It promises to not only connect us but also to enhance our collective pursuit of knowledge, peace, and friendship among nations

Course Objectives : The Department of languages offers Tamil as one of the second languages.The objective in providing second language courses for undergraduate programs is to equip students with the ability to effectively express and analyze Tamil language, literature, and culture in a conceptual manner, fostering an understanding of ideas, debates, and ideological affiliations. This approach encourages students to think critically, evaluate arguments, and draw conclusions in a logical and analytical manner. By emphasizing the development of these skills, students can apply their knowledge of Tamil language and culture to various academic and professional settings, making them well-rounded and competitive individuals in the global arena.

Learning Outcome

CO 1: CO1: Analyze the chronological background and generous of epics.

CO 2: CO2: Analyze the departmental principles of the Tamil and the Internal ethics

CO3: CO3: Establish that Novels are the timepiece of a society.

CO4 : CO4: It helps to know the ethics of the life through grammar.

CO5: CO5: Gain the knowledge about other language structure and culture of other language.

Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-1	Teaching Hours:6
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
PURANCHERI IRUTTHAKKATAI
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-2	Teaching Hours:6
UNIT-2 SANGAM LITRETURE. - NATRINAI
POEMS 01, 14, 70, 169, 172, 367, & 393.
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-3	Teaching Hours:10
AATHANKARAI ORAM
SOCIAL AWARNES NOVEL
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-4	Teaching Hours:5
THO- GRAMMAR
ANI ILAKKANAM
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Unit-5	Teaching Hours:3
TRANSLATION
ENGLISH TO TAMIL
Text Books And Reference Books: 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District.
Essential Reading / Recommended Reading 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District.
Evaluation Pattern 1. Research & Content Accuracy 2. Organization & Structure 3. Writing Quality & Clarity 4. Adherence to Wikipedia Style 5. Links, References and Pictures 6. Creativity & Engagement

CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ENGLISH AND CULTURAL STUDIES

School of Arts and Humanities

Syllabus for BA (Psychology, English/Honours/Honours with Research) Academic Year (2024)

I. Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

I. Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

Syllabus for
BA (Psychology, English/Honours/Honours with Research)
Academic Year (2024)