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| Assesment Pattern | |
The Assessment pattern varies from course to course, depending on whether the course demands theoretical or practical knowledge. | |
| Examination And Assesments | |
Most courses have continuous internal assessment components focusing on skill and knowledge testing. As a programme that focuses a lot on skill-building, alongside written submissions, exams and research based-reflections, a lot of practical submissions like audio/video productions, field-based reports and other varied assessment methods that are formative and summative, matching to the demands of the course -with due consideration to the different learning styles of the students - will be adopted. | |
| Department Overview: | |
In the undergraduate programmes, the Department of Media Studies aims to provide a firm foundation for the students to either directly get into communication and media professions or pursue higher studies. The programmes are a combination of theory and practice.
Undergraduate Programmes: The department offers three dual major undergraduate programmes namely, BA in Digital Media and English, Communication and Media, Psychology, Communication and Media, English provide the students with a set of options to choose from, depending on their objectives. | |
| Mission Statement: | |
Vision To excel in communication and media education by creating an open and collaborative environment that embraces innovation and integrity by providing both classroom and experiential learning. Mission
The Department of Media Studies combines communication, Media and journalism to create a theoretical, professional, and applied approach to communication studies within a structured yet free environment to enhance student’s personal and professional lives. | |
| Introduction to Program: | |
Currently, the field of journalism is experiencing a shift towards digital platforms such as the internet, mobile devices, data journalism and other emerging technologies. This change is leading to a transformation in how journalism is practiced and necessitating the development of new skills, techniques, and approaches by practitioners. As a result, contemporary journalists must fulfill a variety of roles, requiring not only a solid grasp of emerging social trends but also specialized expertise and knowledge. By enrolling in this programme, aspiring digital journalists will gain a deeper understanding of the challenges associated with journalism in the Digital Age, which will prepare them to succeed in the rapidly-evolving media industry. During the first and second semesters, the focus is on helping students understand the role of Journalism within the broader context of social sciences such as political science, economics, and sociology. They will receive training in writing and develop their skills in reporting and editing to be successful in the field of written communication. In the third semester students are introduced to the nuances of the constitution and politics. Special emphasis is given in the fourth semester to the field of multimedia production, on-field experience and also the first hand understanding of social issues through service learning. The third year provides the budding journalist with the knowledge of digital journalism, media research and so on. In the final year, students will expose themselves to media psychology, solutions journalism and environmental journalism along with independent research projects. Practical elements such as lab journals, workshops, seminars, campaigns, or news productions are incorporated to support each paper. Additionally, students will be required to gain skills in editing software. The Journalism & Digital Media programme includes sixteen core papers that cover a diverse range of topics in the field of journalism. There are skill enhancement courses related to writing and reporting. Starting from the sixth semester, students will have the opportunity to choose three electives to specialize in. In order to gain practical experience, an internship is mandatory for students at the end of the second semester. The theory courses aim to provide students with a broad understanding of the field, while the practical and skill-based courses will equip them for the job. Having a comprehensive knowledge of various subjects helps journalists gain perspective and write intelligently in the proper context for the general readership. The Department of Media Studies will leverage the expertise of professionals from different fields to provide students with the best possible exposure. Experienced journalists will also be invited to participate in events like "Feel the Beat" to share their knowledge and expertise. Students of journalism will be expected to regularly produce lab journals and from the fourth semester onwards, they will be responsible for creating a newspaper, television news bulletin, and digital publication. | |
| Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Establish a coherent understanding and comprehensive knowledge of the fundamental theories and concepts in the discipline of Journalism & Digital MediaPO2: Analyze the contemporary world with critical and scientific awareness of the intersectionality of race, gender, class, sexuality, and regional, national and global history and media PO3: Demonstrate skills in multimedia reporting, writing, editing, podcasting, video making, and media entrepreneurship PO4: Design, conduct and communicate basic research following fundamental methods and ethical standards in Journalism and Media studies PO5: Use the knowledge of Journalism & Digital Media to enhance self-awareness, well-being, interpersonal relationships, career-decision making, and social responsibility in personal and professional domains PO6: 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 PO7: Apply critical and theoretical approaches to the reading and analysis of literary and cultural texts in multiple genres PO8: Develop critical thinking and imagination through fiction and nonfiction and to familiarize students with cultural diversity PO9: 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 |
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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)
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Learning Outcome |
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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 |
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Unit-1 |
Teaching Hours:5 |
Basic skills
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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 (3rd 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.
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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)
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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
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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 |
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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 |
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Learning Outcome |
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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 |
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Unit-1 |
Teaching Hours:15 |
Classical and Medieval Literature
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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JDM101-1 - INTRODUCTION TO COMMUNICATION AND JOURNALISM (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This is an introductory course that provides a broad overview of the field of communication and journalism. The course is aimed at introducing the student to the historical growth of media, the relevance of ancillary areas and the scope of the said field. The course will enable students understand how communication works and their(student's) role in the field of journalism |
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Learning Outcome |
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CO1: Show familiarity with terms, jargons & phrases intrinsic to the field of media/journalism CO2: Exhibit knowledge about the field of communication & journalism CO3: Apply theories to understand contemporary communication/media phenomena CO4: Participate in discussions pertaining to media issues/debates |
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Unit-1 |
Teaching Hours:16 |
Prelude to Communication
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What is communication- definitions; nature and process of communication; Types/levels of communication- Intra-personal, interpersonal, group and mass communication; Purpose of communication; Communication and change; Communication and society | |
Unit-2 |
Teaching Hours:14 |
Theories & Models of Communication
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Communication models; channels of communication; feedback, role of audience; Barriers to communication-Noise; Effective communication; Powerful Effects Theory-Magic Bullet Theory, Limited Effects Theory-Two-step Flow Theory | |
Unit-3 |
Teaching Hours:18 |
Prelude to Journalism
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Brief history of journalism, meaning and scope; Functions and principles of journalism; Advent of printing; Newssheets in Europe; British and American streams of journalism. Journalism in India: James Augustus Hickey and the early newspapers of Calcutta, Bombay and Madras; Growth of Indian language press- Special emphasis to Kannada Journalism; Indian press during pre-independence years; Role of press in freedom struggle; Press after independence; Press during Emergency; Present issues and problems facing the press. | |
Unit-4 |
Teaching Hours:12 |
Role of Press in a Democracy
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Freedom Of the Press (FOP) concept; Constitutional guarantee of FOP, Art 19(1)(a) and Art 19(2); Normative theories of press; Modern press theories; FOP and social responsibility. | |
Text Books And Reference Books: · Baran, Stanley J and Dennis K Davis (1999). Mass Communication and Man - Mass Communication Theory (2nd Edition). Thomson/Wadsworth, USA. · Mehta, D.S. (1982). Mass Communication and Journalism in India. Allied Publications, New Delhi. Parthasarthy, Rangaswami. (1989). Journalism in India. Sterling Publications Pvt. Ltd. New Delhi | |
Essential Reading / Recommended Reading · Jeffery, Robin. (2000). India’s Newspaper Revolution. Oxford University Press, New Delhi. · MacBride, Sean (Ed). (1982). Many Voices, One World. Oxford &IBH Publishing Co., New Delhi. · Siebert, Peterson and Schramm. (1978). Four Theories of the Press. University of Illinois Press, USA. Siebert, Peterson and Schramm. (1978). Four Theories of the Press. University of Illinois Press, USA | |
Evaluation Pattern There is no CIA I, II, III, process for this course. There will be 4 assignments in all. The first 2 assignments will total 45 marks in lieu of mid-semester assessment score. The next 2 assignments will total 50 marks and be in lieu of end-semester assessment score. Total is 95. Attendance is given 5 marks. The grand total of 100 is achieved. All assessments are at the department level. They are not centralized. Assignment I-Objective test multiple choice questions (20) Assignment II- ReportSubmission(25) Assignment III: Group presentations (15) Assignment IVA-Interview Report (15) Assignment IVB-VIVA (20) Attendance: 5 Marks
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JDM161-1 - JOURNALISTIC WRITING (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Writing is a fundamental skill for a student of Journalism. This course is meant for those journalism students who have a reasonable command over their writing in English, and need guidance and support for a reflective and journalism-specific writing process. The course is designed to address the cognitive aspects of writing, matching to different journalistic demands. |
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Learning Outcome |
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CO1: Demonstrate the purpose of writing
CO2: Follow the prewriting process
CO3: Identify right and rich sources CO4: Organise Ideas CO5: Write grammatically correct articles CO6: Avoid legal pitfalls in writing CO7: Choose and deploy the type of writing that matches different journalistic contexts |
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Unit-1 |
Teaching Hours:10 |
Understanding Writing and the Writing Process
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Breaking Writing Fears, Distinguishing Journalistic Writing from other forms of Writing; Understanding Context and Audience; The Prewriting Process: Source Identification, Search Engine Optimisation, Diversifying sources, Eliminating Irrelevant and Misleading Sources, identifying key points, choosing style, organising ideas, The need for good research
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Unit-2 |
Teaching Hours:6 |
Ensuring Grammatical Precision
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Punctuation, Preposition, Tenses, Correctness of Usage, Factual Accuracy; Fairness; Clarity; Conciseness, Right Attribution | |
Unit-3 |
Teaching Hours:10 |
Writing Leads & Headlines
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Types of Leads: Straight Leads, Question Leads, Punch Leads, Direct Quotation Lead, Contrast Lead, Freak Lead, Descriptive Lead, Bullet Lead; Nutgraph, Setting Context, Organising Paragraphs, Working on Transitions, Thematic and Chronological organisation, Reviewing, Re-Writing, Writing Headlines, Upstyle, Downstyle, Types of Headlines: Banner Headlines, End-to-End Headlines, Hammers, Kickers, Tripods, Side Saddles, Scene-setting, Quotations -Direct, partial,paraphrasing,Angle
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Unit-4 |
Teaching Hours:10 |
Types of Writing and Writing Ethics
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Descriptive, Narrative, Argumentative, Persuasive; Pitfalls to avoid: Contempt of Court, Trespassing, Sedition, Libel, Invasion of Privacy, Breach of Contract, Plagiarism, Fabrication, Lapses in Ethics, Bias, Bad Taste, Blunders and Bloopers, Editorials and Opinion Pieces. | |
Unit-5 |
Teaching Hours:6 |
Writing across journalistic platforms
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Writing for Newspapers, Magazines, Online - Blogs, Twitter, Instagram, Mobile
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Text Books And Reference Books:
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Essential Reading / Recommended Reading The Hindu | The Deccan Herald |The New Indian Express | Scroll.in | Article-14.com | The Print | The Wire | The Quint | Mojo | The Frontline | The Guardian | Washington Post | Aljazeera | Huffington Post | Twitter | |
Evaluation Pattern The course will not have the normal CIA I, II, III mode, but there will be a series of 6 different assignments that the students ought to submit on different deadlines in the Centralised (Viva) mode in submission mode. 3 Assignments will be submitted in the Mid-Semester Exam phase out of 50, while 3 will be evaluated out of 50 for the End Semester exam. All have to be submitted in the specified, compatible format. Assignments will be on grammar, writing letters to the editor, different forms of journalistic writing, news reporting, interviewing and tweeting. Focus will be on building a Portfolio of written work.
Sample Assignments:
Alongside, as formative assessment, several class assignments will also be provided to students.
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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 |
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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)
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Learning Outcome |
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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 |
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Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-1 |
Teaching Hours:2 |
Introduction to Academic Writing
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Principles of Academic Writing Features of Academic Writing | |
Unit-2 |
Teaching Hours:5 |
Essay Organisation
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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
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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
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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
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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
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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
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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
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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
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Time management Organisation of study material Organisation of research writing works | |
Unit-3 |
Teaching Hours:2 |
Study Skills
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Time management Organisation of study material Organisation of research writing works | |
Unit-3 |
Teaching Hours:2 |
Study Skills
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Time management Organisation of study material Organisation of research writing works | |
Unit-3 |
Teaching Hours:2 |
Study Skills
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Time management Organisation of study material Organisation of research writing works | |
Unit-3 |
Teaching Hours:2 |
Study Skills
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Time management Organisation of study material Organisation of research writing works | |
Unit-3 |
Teaching Hours:2 |
Study Skills
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Time management Organisation of study material Organisation of research writing works | |
Unit-3 |
Teaching Hours:2 |
Study Skills
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Time management Organisation of study material Organisation of research writing works | |
Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-4 |
Teaching Hours:5 |
Précis writing
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-5 |
Teaching Hours:6 |
Academic presentation
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-6 |
Teaching Hours:8 |
Research Skills Research Writing
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• 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
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Unit-7 |
Teaching Hours:2 |
Application
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(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
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(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
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(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
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(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
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(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
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(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
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(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 (3rd 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 (3rd 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 | |
EST102-2 - INTRODUCTION TO LANGUAGE STUDIES (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description
This course is designed to create a foundational knowledge in language and linguistics. It introduces the students to the theories of the origin, features and development of language, including the sound patterns of language. This course delves further into discussing the key concepts of language and history, language and society, language and brain, and to the politics of language.
Course Objectives
● To introduce the core concepts of Language and Linguistics ● To develop intellectual skills that are essential for advanced degrees in the discipline. ● To understand the fundamental theories of language, language origin, phonetics, historical linguistics, psycholinguistics, sociolinguistics and politics of language. |
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Learning Outcome |
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CO1: The Students will be able to - Explain the basic concepts of language and linguistics research CO2: Familiarize with the features of Human Language CO3: Develop intellectual skills essential for advanced degrees in the discipline CO4: Acquire the technical vocabulary and theoretical tools of the field, necessary to comprehend linguistic research |
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Unit-1 |
Teaching Hours:6 |
Language and Linguistics
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This unit will introduce the students to language as a discipline in terms of its evolution and features. ● Introduction ● Origin of language ● Design Features of language ● Animal Communication ● Arbitrariness ● Competence and Performance | |
Unit-2 |
Teaching Hours:8 |
The Origins of Language
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This unit will introduce the students to the various theories and debates on the origin of language.
● Divine source ● Onomatopoeia ● Social interaction ● Physical adaptations ● Lowering of larynx ● Language gene | |
Unit-3 |
Teaching Hours:10 |
Sound systems of language
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This unit introduces students to phonetics and the speech sounds of world languages.
● The study of speech sounds ● Speech organs ● Glottis and voicing ● Consonants and vowels of languages ● Place of articulation ● Manner of articulation ● IPA chart ● Vowel chart ● Suprasegmentals ● Cardinal vowels | |
Unit-4 |
Teaching Hours:8 |
Language history
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This unit will introduce students to historical linguistics. Theories of language change will be discussed.
● Family tree ● Major language families of the world ● Major language families in India ● Language change ● Comparative reconstruction ● Cognates ● Endangered languages ● Language documentation ● Language death | |
Unit-5 |
Teaching Hours:8 |
Language and brain
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This unit will introduce students to theories on first language acquisition, linguistic knowledge and language disorders.
● Language acquisition device ● Innateness hypothesis ● The critical period ● Localization ● Slips and tips phenomena | |
Unit-6 |
Teaching Hours:10 |
Language and society
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This unit will introduce students to sociolinguistics. Theories on the social, cultural and regional aspects of language will be discussed.
● Standard language ● Dialects and accent ● Diglossia ● Social class and speech style ● Pidgins and creoles ● Speech accommodation ● Registers, jargon, slang ● Prestige and power ● Kinship terms ● Language and gender ● Linguistic relativity ● Language variation Discourse analysis | |
Unit-7 |
Teaching Hours:10 |
Politics of Language
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This unit will introduce the students to the political role of languages in societies and explore the concepts of the politics of languages and the language of politics. ● Language and Identity ● Politics of standardization ● Language movements ● Hate speech ● Language planning and policy ● Political discourse ● Propaganda | |
Text Books And Reference Books: Abercrombie, D. (1967). Elements of General Phonetics. Edinburgh: Chicago, Aldine Pub. Co.
Akmajian, A., R.A. Demers, A.K. Farmer, & R.M. Harnish. (2001). Linguistics: An Introduction to Language and Communication. Cambridge, Massachusetts: The MIT Press.
Balasubramanian, T. (1981). A Textbook of English Phonetics to Indian Students. Macmillan Eckert, P. (1983). The paradox of national language movements. Journal of Multilingual & Multicultural Development, 4(4), 289-300.
Fairclough, N. (2013). Critical discourse analysis. In The Routledge handbook of discourse analysis (pp. 9-20). Routledge | |
Essential Reading / Recommended Reading Brown, G., Brown, G. D., Yule, G., Brown, G. R., & Gillian, B. (1983). Discourse analysis. Cambridge university press.
Chomsky, N. (1959). "A Review of B. F. Skinner's Verbal Behavior". Language. 35 (1): 26–58.
Chomsky, N. (1975). Reflections on Language. New York: Pantheon Books.
Crystal, D. (1998). Language Play.London: Penguin.
Crystal, D. (2000). Language Death. Cambridge University Press.
Crystal, D. (2001). Language and the Internet. Cambridge University Press.
Crystal, D. (2004). The Language Revolution. Cambridge: Polity Press Crystal, D. (2006). The Fight for English. Oxford: Oxford University Press. Crystal, D. (2006). How Language Works: How Babies Babble, Words Change Meaning, and Languages Live or Die. London: Penguin.
Crystal, D. (2008). Txtng: The Gr8 Db8. Oxford: Oxford University Press. . Fromkin, V et al.(2013). An Introduction to Language. Melbourne: Cengage Learning. Harris, M. (1992). Language Experience and Early Language Development: From Input To Uptake. UK: Psychology Press. Hockett, C.F. (1958). A Course in Modern Linguistics. The Macmillan Company: New York. Lenneberg, E. (1967). Biological Foundations of Language. New York: Wiley.
Pinker, S. (2007). The Language Instinct: How the Mind Creates Language (P.S.). Harper Perennial Modern Classics. | |
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 |
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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. |
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Learning Outcome |
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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 |
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Unit-1 |
Teaching Hours:10 |
The Epic form
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny | |
Unit-5 |
Teaching Hours:10 |
Famous Speeches
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Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny | |
Unit-5 |
Teaching Hours:10 |
Famous Speeches
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Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny | |
Unit-5 |
Teaching Hours:10 |
Famous Speeches
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Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny | |
Unit-5 |
Teaching Hours:10 |
Famous Speeches
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Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny | |
Unit-6 |
Teaching Hours:10 |
Biography
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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
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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
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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
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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
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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 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 | |
JDM101-2 - INTRODUCTION TO DIGITAL CULTURE (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Who or what are we referring to when we speak of digital, virtual, and online realms? How does our understanding of humans, culture, bodies, politics, art, and life itself change when viewed through the lens of binary code? The purpose of this course is to examine the cultural and human-centered aspects of the digital world. The course will investigate new ways of comprehending digital technologies and social media, which have altered the course of human history. From social media activism to video games like Second Life and the portrayal of cyborgs, the course will delve into digital worlds to explore the diverse cultural, political, economic, and ethical issues that arise from a renewed interest in them. Additionally, learners will explore the use of digital resources and their potential applications in the humanities field. |
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Learning Outcome |
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CO1: Understand and explain various terms and concepts linked to the realm of digital culture CO2: Demonstrate how digital technologies can both limit and facilitate cultural manifestations CO3: Engage in contemporary debates that evaluate the implications of digital culture
CO4: Research and analyse the cultural implications of networked interactions of human beings |
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Unit-1 |
Teaching Hours:18 |
Prelude to Digital Culture
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Unit-2 |
Teaching Hours:12 |
Social Networking Sites
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Unit-3 |
Teaching Hours:15 |
Digital Consequences
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Unit-4 |
Teaching Hours:15 |
Case Studies
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Text Books And Reference Books:
Documentaries:
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Essential Reading / Recommended Reading
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Evaluation Pattern The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio/ article/ multimedia blog on submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis.
Sample Assignments: CIA1: Review of Research Articles Assignment Description: Read, understand and review two research articles on a topic dealing with the variables of cyber culture (One article should be from the area of automated journalism). CIA2: Mid-Sem Exam Document a cyber story (bullying/stalking/hacking) that you or your dear or near ones experienced. Connect it with relevant statistics from the Indian and global context (latest). Include netiquette tips to the readers after consulting with experts in the field/ adequate research. CIA3: Case Study Presentation Assessment Description: Students will prepare a report based on the participation and observation of at least 3 different online communities for a period of one month and present it in the class. CIA4: End-Sem Submission + Viva Prepare an in depth research document/video on a topic relating to cyber culture. The submission should include but not limited to: a) the definition and modifications (detail the aspects considered) b) etymology & development c) usage d) scope & relevance c) context and statistics (if any) and e) examples. Word Range: 1000 - 1250 Time Range: 6 - 10 minutes *Assignment details & Rubrics will be notified well in advance to students.
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JDM111-2 - FUNDAMENTALS OF REPORTING (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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This course has been conceptualised in order to introduce students to the core Journalistic skill of reporting. This course teaches the students the key elements of news judgment, news writing and basic reporting techniques. They will also learn interviewing skills, feature writing, covering stories from different beats, laws, ethics, challenges in the field and current trends. The emphasis on these skills and its practice will prove beneficial for any career in journalism.
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Learning Outcome |
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CO1: Conduct journalistic reporting and writing through thorough research and interviews CO2: Think critically, collaboratively, creatively, and also independently CO3: Identify news values and news angles CO4: Demonstrate ethical and socially responsible journalism
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Unit-1 |
Teaching Hours:10 |
Understanding News, Newsworthiness and News Sources
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Why become a Journalist? What makes it a significant and interesting job.What is news: nature, importance, functions, Categories of News - - Hard News, Soft News, News Features. News judgement and News Values, Identifying News Stories - from story idea to source, Gathering and Cultivating different News sources -primary and secondary, News Agencies, Social Media as a source of news.Components of a News Story - Headline, Deck, Byline,Placeline/Dateline, Lead, Body/Text, Quotes, Attribution, Photos,Cutline/Caption, Infographic, Jump line, Tagline. Characteristics and qualities of a news story - Accuracy, Factual, Speed, Newsworthiness, Focus, Objectivity,Balance,Clarity, Conciseness, Credibility, Interest, Impact. | |
Unit-2 |
Teaching Hours:10 |
News Gathering & Reporting Principles
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Reporting Principles, Functions and responsibilities of a reporter, Setting Context, background research, observation, detailing and analysis. Types of Reporters and Correspondents. Interviewing Skills, Turning Interviews into a story. Attribution, Fact-checking, Verification, Validation and Accuracy. Identifying Fake news. Security, laws and Ethics in reporting. Reporting Challenges: Professionalism, constraints on objectivity, influence of PR and spin doctors, intra-organizational controls; owner, editor and reporter relationship. Understanding libel and slander. Networking skills of Reporters. | |
Unit-3 |
Teaching Hours:10 |
News Writing
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Styles and Structures of a News Report - Inverted pyramid, Feature style, Hourglass Style, Chronology, Nut Graph, Martini Glass, The Kabob, Transitions. Types of leads -summary, anecdotal,direct appeal, first-person, observational, question, quote, descriptive, bullet, staccato, contrast,blind and delayed identification, sequence, multiple element. Body text, Answering Ws & H, News angles, Adding quotes and background, Alternate story structures and writing styles. Feature Writing - Characteristics, types, process and techniques. Narrative Journalism, People Profiles. Covering Press Conferences and scheduled events, Drafting stories from Press Releases and News Agency copies. Introduction to writing for different news beats.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
Online resources:
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Evaluation Pattern The course shall not have a regular centralised CIA model. Instead, the student will be given 4 assignments spread across the semester in a Centralised (Viva) Model, leading to a final portfolio/article collective on submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis.
Sample Assignments:
*Assignment details & Rubrics will be notified well in advance to students.
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JDM112-2 - FUNDAMENTALS OF EDITING (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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The course introduces students to the technique & skill of editing, as well as the relevance of error-free editing. Students will grow familiar with newsroom hierarchies, roles and responsibilities of the people in the newsroom. They will learn concepts such as-stylebooks, proofreading, and copyediting for newspapers. |
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Learning Outcome |
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CO1: Demonstrate knowledge about terms, definitions, concepts related to-contemporary editing techniques, practices, principles, and ethics of editing. CO2: Display understanding about the roles and functions of a newsroom.
CO3: Edit copies of varying styles and genres |
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Unit-1 |
Teaching Hours:6 |
Basics of Editing
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Editing – Need and importance, general principles. ‘Copy tasting’, Editing for clarity, accuracy, objectivity, consistency, fairness, taste, balance, legal appropriateness, tone, sexism, and stereotyping; Keep It Short and Simple (KISS), stylebook and house styles. | |
Unit-2 |
Teaching Hours:4 |
Newsroom Hierarchy
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Roles and responsibilities of the Editor, News-Editor, Sub-Editor/Copyeditor. The editorial process and decision-making. Understanding teamwork and news flow from desk to print
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Unit-3 |
Teaching Hours:10 |
Copy Editing
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Proofreading vs copyediting. Editing and proofreading symbols. Attributions and identification of news sources. Tight writing, rewriting, condensing stories, slanting, and localizing news, editorial writing, writing headlines and captions, selection of photographs, terminologies.
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Unit-4 |
Teaching Hours:10 |
Practical
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern To encourage continuous learning rather than compelling students to cram for an exam, the idea of having assignments at regular intervals was put in place. Reading a subscribed newspaper as a class, having discussions on a regular basis, writing on contemporary issues, reflecting on government policies based on newspaper editorials, becomes the focus of this course. There is no CIA I, II, III…process for this course. There will be 4 assignments in all at regular intervals. The first 2 assignments will represent 50 marks in lieu of mid-semester assessment score. The next 2 assignments will represent 50 marks and be in lieu of end-semester assessment score.
Sample Assignments: Assignment I-Objective test of multiple-choice questions (20). After 3 weeks of regular newspaper reading, the objective test will be administered. Testing students’ knowledge & awareness of current affairs, journalism terms & concepts will be the ambit of this test. Assignment II-Flip Class- Team work is essential to students’ individual growth. Flip class, where students in teams of 4-5 will choose topics from the course plan and be the teacher for the moment, is expected to encourage teamwork and peer learning. Within a duration of 25 minutes the students will present their understanding of the chosen topic to class. Assignment III: Team Project/Portfolio/Fact file (30)-Each team will work on any 1 of the options listed-Project-Meet sub-editors of a newspaper of their choice through prior appointment, talk to them about newsroom dynamics and hierarchy within the newsroom, the interplay between reporting section and the desk. Present a report. Or a Portfolio of written assignments exhibiting the writing and editing skills of the students. Each week a writing assignment will be given. The students are expected to write a piece based on the prompts and guidelines provided. A suitable headline needs to be given, depending on the nature of the piece(news relevance, news value and news structure) for the said article. Or create a Fact File on a specific newspaper of their choice. The A to Z of the newspaper should be collated and filed. Assignment IV-Viva (20)- The VIVA, tests the students’ ability to vocalise their understanding of the subject.Often cited as an oral communication skill considered valuable for employment and future growth of the student (higher education possibilities), the VIVA evaluates the students’ skill in articulating their grasp of the subject. *Assignment details & Rubrics will be notified well in advance to students.
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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 |
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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.
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Learning Outcome |
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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 |
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Unit-1 |
Teaching Hours:8 |
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Time and Space
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Narrativising Time Writing about Space Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies | |||||||||
Unit-1 |
Teaching Hours:8 |
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Time and Space
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Narrativising Time Writing about Space Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies | |||||||||
Unit-1 |
Teaching Hours:8 |
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Time and Space
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Narrativising Time Writing about Space Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies | |||||||||
Unit-1 |
Teaching Hours:8 |
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Time and Space
|
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Narrativising Time Writing about Space Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies | |||||||||
Unit-1 |
Teaching Hours:8 |
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Time and Space
|
|||||||||
Narrativising Time Writing about Space Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies | |||||||||
Unit-2 |
Teaching Hours:6 |
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Composing Poetry
|
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IDEEP, Haiku Workshop | |||||||||
Unit-2 |
Teaching Hours:6 |
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Composing Poetry
|
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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 |
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Curation
|
|||||||||
Conceptualisation, Visualising, Execution | |||||||||
Unit-3 |
Teaching Hours:7 |
||||||||
Curation
|
|||||||||
Conceptualisation, Visualising, Execution | |||||||||
Unit-3 |
Teaching Hours:7 |
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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
| |||||||||
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 | |||||||
Evaluation Pattern Examination and Assessment:
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 OR 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. |
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||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
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| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
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| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
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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 skillsQuestion 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.
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GER181-3 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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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.
|
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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 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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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
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN281-3 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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 |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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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
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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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
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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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 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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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
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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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
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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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
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Evaluation Pattern Mid-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
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JDM161-3 - FUNDAMENTALS OF NEWSPAPER DESIGN AND LAYOUT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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This course has been conceptualized to introduce newspaper and magazine layout and design concepts. |
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Learning Outcome |
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CO1: Demonstrate the skills related to designing a layout for a newspaper and magazine
CO2: Apply aesthetics of design in newspaper and magazine layout CO3: Learn the work in teams as in a newsroom CO4: Publish lab journal based on theme |
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Unit-1 |
Teaching Hours:10 |
Understanding Design and Layout
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Visualizing and planning a newspaper/magazine, News selection, and Placement, Newspaper format: Full format, Tabloid and Magazine, Design for Newspapers & Magazines - Trends, Elements of Newspaper Design: Shape, Colour, Texture; Typography - principles, types and uses of fonts, Colour and Visual representation; Rules: Column Rule, Cut off Rule, Window, White spaces, character count. Layout: Importance, types; elements, contemporary styles vs traditional styles | |
Unit-2 |
Teaching Hours:5 |
Aesthetics and Technicalities
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Aesthetics- Balance, Contrast, Rhythm, Unity, Harmony Technicalities - Paper sizes, grids, margins, columns, left and right flush, centering, justification, rulers, scaling, page numbering, texture, colour
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Unit-3 |
Teaching Hours:5 |
Designing Tools and Process
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Basic understanding of tools and softwares used for designing,Front Page Design/Functional Design, Horizontal design, Modular design, Total page design/Single-theme design | |
Unit-4 |
Teaching Hours:10 |
Design and Layout in Practice
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Story-theme and page-wise design, Preparing a dummy of a newspaper and its different pages, Principles of graphics and their importance | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern As a hands-on skill-building course, students will be pushed to report stories, take photographs, design pages and newsletters using softwares in different groups. There is no Centralised CIA I, II, III, CIA IV process for this course, rather there will be a series of submission-based assignments provided at regular intervals. The first set of assignments will be provided for overall CIA/Centralised (Viva) 50 marks in lieu of mid-semester assessment score. The next set of assignments will represent 50 marks and be in lieu of the end-semester assessment score.
Sample Assignments:
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JDM201-3 - CONTEMPORARY INDIA (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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To be a successful journalist, one needs to be immersed in all aspects of Indian society- a bit of history, but more of the current issues that make and break this great country of ours. So, this is an attempt to familiarise ourselves with the political, social, cultural and economic realities of contemporary India through this course. The main objectives of the course are: To be familiar with the historical context for present-day happenings. To familiarise oneself with the contemporary issues facing Indian society, economy, politics and culture. To apply the learnings to describe, analyse and debate contemporary issues from newspapers and magazines. |
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Learning Outcome |
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CO1: Understand and appreciate the historical groundings to contemporary issues of
importance facing India.
CO2: Understand and articulate the social, political, cultural and economic issues
confronting India today.
CO3: Analyse the complex and multi-layered nature of contemporary issues of importance.
CO4: Critique a select few topics that the news media is currently focusing on. |
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Unit-1 |
Teaching Hours:12 |
Introduction to Contemporary India
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The idea of India - Constitution and Hindu Rashtra, Congress and dynastic politics, Socialist policies and the Hindu rate of growth, Inclusivity represented through films, Religion on Doordarshan, Unity and Divides- Punjab militancy, Kashmir divided. | |
Unit-2 |
Teaching Hours:12 |
Indian Politics
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Democratic dividend- Election campaigns- biggest democracy festival, Religion and politics, Regional Parties, North-South Divide, North East, Union of States vs The Nation, Political Agitation, Mandal Commission, Cult of Personality and Democracy. | |
Unit-3 |
Teaching Hours:12 |
Indian Society and Culture
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Caste and Gender Politics, Article 15, Uniform Civil Code, Gender Inclusivity and Law, Caste Census, People and Theatre, NSD and FTII, Film festivals - MIFF, IFFI, BIFFs, Art and Expression - Abanindranath Tagore, Amrita Shergill, M F Hussain, B.V Karanth, Amrita Pritam, Kamala Das. | |
Unit-4 |
Teaching Hours:12 |
Economics & Foreign Relations
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Aspirational India- LPG policy and FDI, Rise of Satellite Television and FM, Breaking News, Restructuring of Media outlet - Prasar Bharati, Film Industry and Multiplex, Farmer protests, Crony Capitalism, Brand-India, India and neighbours - SAARC, BRICS, G-20, COPE, India’s Balancing Act - Russia, USA and China, Indo-Pak ties. | |
Unit-5 |
Teaching Hours:12 |
Case studies (self-study)
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Ram Temple at Ayodhya ● Abrogation of Article 370 ● Indian PAC (I-PAC) and political management of elections ● News Channels and What India wants to know ● From Silicon Valley to Start-up Capital- Bengaluru ● Empowering Women- Women’s Reservation Bill | |
Text Books And Reference Books: 1. Sharma, Ruchir. (2019). Democracy on the Road- A 25-Year Journey through India. Penguin Random House India. 2. Tully, Mark. (2002). India in Slow Motion. Penguin Books, India. 3. Sardesai, Rajdeep. (2015). 2014- The Election that Changed India. Penguin Books, India. 4. Karnad, Bharat. (2015). Why India is not a Great Power (Yet). Oxford University Press. 5. Thussu, Daya. K. (2016). Communicating India’s Soft Power- Buddha to Bollywood. Sage, New Delhi. | |
Essential Reading / Recommended Reading 1. Nayar, Kuldip. (2011). Scoop! Inside Stories from the Partition to the Present. Harper Collins Publishers India. 2. Chandhoke, Neera & Priyadarshi, Naveen. (2009). Contemporary India- Economy, Society, Politics. Pearson Education India. 3. Rajan, Raghuram. G & Lamba, Rohit (2023). Breaking the Mould- Reimagining India’s Economic Future. Penguin Random House India. 4. Nehru, Jawaharlal. (2008). The Discovery of India. Penguin India. | |
Evaluation Pattern Contemporary is a core theory paper and so will have a Centralised MSE and ESE CIA1- MCQ to test the student learning of Unit 1 (20) MSE- Centralised to test the understanding of the first 2 Units (50) CIA 3 - Flip Class- Group presentations from Unit 5- Case studies- to test their knowledge from the readings (20) ESE- Centralised- to test the overall learnings from the course- all Units (50) | |
JDM481-3 - SERVICE LEARNING (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:30 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course has been conceptualized in order to make students socially responsible and contribute to the development of the society. The students get an exposure to difficulties faced by socially and economically underprivileged sections of society and hence reflect on ways to alleviate their problems. |
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Learning Outcome |
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CO1: Reflect on grassroot societal issues CO2: Contribute to the welfare of the society CO3: Be committed to the development of the society |
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Unit-1 |
Teaching Hours:10 |
Orientation to Service Learning
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Students will be sensitised through workshops towards the concept of service learning, where they will be oriented towards participating in direct, indirect, research-based, or advocacy-based service-learning projects (described below) that address a multitude of community issues. | |
Unit-2 |
Teaching Hours:20 |
Field based Service-Learning projects
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern There is no Centralised CIA Model for this course, rather a Department-level assessment. Students will be assessed on the basis of their report they submit after each visit and also based on their reflection about the nature of work and learning gained from the field through a Viva at the end of the semester.A report template will be provided to the students. If time permits, an exhibition of their work will be planned. Publication of their work and learning gained is necessary.
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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 |
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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.
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Learning Outcome |
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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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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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
|
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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
|
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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
|
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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
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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
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Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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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 |
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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. |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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 | |
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 |
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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. |
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Learning Outcome |
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CO1: Identify and understand the alphabet and vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills. |
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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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
|
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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
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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
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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
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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
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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 |
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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. |
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Learning Outcome |
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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.
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Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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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,
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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,
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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.
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|
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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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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
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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
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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
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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
|
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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
|
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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
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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 |
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Learning Outcome |
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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.
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1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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1.Tamilin enimai | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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|
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-
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|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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|
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-
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|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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|
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. | |
Essential Reading / Recommended Reading 1. Tholgappiyam-. Porul Adhigaram- by Tholgappiyar | |
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 |
Introduction
|
|
● Language Ideology and Media discourse ● Communication Cultures ● Linguistic Market ● Media: Identities and Representations ● Global Communications ● New Media and mass culture | |
Unit-2 |
Teaching Hours:10 |
Media and Persuasion
|
|
● Rhetoric ● Agenda/Narrative/Storytelling ● Media and Persuasion ● Strategic Advertising - Language of advertising ● Speech Acts | |
Unit-3 |
Teaching Hours:15 |
Media and Propaganda
|
|
● Gender, Writing, and Representation ● Manufacturing Consent ● News as a Discourse - News schemata (Van Dijk) ● Democratization and conversationalization (Fairclough) ● Overlexicalization (Fowler) | |
Unit-4 |
Teaching Hours:10 |
Language in New Media
|
|
● Establishing Identity and Community ● Evolution of language in digital media
| |
Unit-5 |
Teaching Hours:5 |
Social Media and Linguistic Aggression
|
|
● Language of Violence ● Aggression in Online Communication ● Trolling as a Speech Act | |
Unit-6 |
Teaching Hours:10 |
Language in Cinema
|
|
● Performance of linguistic identity in cinema ● Dialect leveling | |
Unit-7 |
Teaching Hours:10 |
Methods in Language and Media
|
|
● Critical Discourse Analysis ● Political Discourse Analysis ● Language and pragmatics - Speech Acts ● Detection of Linguistic violence | |
Text Books And Reference Books: ● Aitchison, J., & Lewis, D. M. (Eds.). (2003). New media language (p. 443). London: Routledge. ● Fairclough, N. (2013). Critical discourse analysis. In The Routledge handbook of discourse analysis (pp. 9-20). Routledge. ● Foley, S. (2021). Understanding media propaganda in the 21st century: Manufacturing consent revisited and revised. Cambridge Scholars Publishing. ● Van Dijk, T. A. (2015). Critical discourse analysis. The handbook of discourse analysis, 466-485. ● Jones, R. H., Jaworska, S., & Aslan, E. (2020). Language and media: a resource book for students. Routledge. ● Metz, C. (2011). Language and cinema (Vol. 26). Walter de Gruyter. ● Manovich, L. (2002). The language of new media. MIT press. ● Tannen, D., & Trester, A. M. (Eds.). (2013). Discourse 2.0: Language and new media. Georgetown University Press. ● Thurlow, C., & Mroczek, K. (Eds.). (2011). Digital discourse: Language in the new media. Oxford University Press. | |
Essential Reading / Recommended Reading ● Aitchison, J., & Lewis, D. M. (Eds.). (2003). New media language (p. 443). London: Routledge. ● Fairclough, N. (2013). Critical discourse analysis. In The Routledge handbook of discourse analysis (pp. 9-20). Routledge. ● Foley, S. (2021). Understanding media propaganda in the 21st century: Manufacturing consent revisited and revised. Cambridge Scholars Publishing. ● Van Dijk, T. A. (2015). Critical discourse analysis. The handbook of discourse analysis, 466-485. ● Jones, R. H., Jaworska, S., & Aslan, E. (2020). Language and media: a resource book for students. Routledge. ● Metz, C. (2011). Language and cinema (Vol. 26). Walter de Gruyter. ● Manovich, L. (2002). The language of new media. MIT press. ● Tannen, D., & Trester, A. M. (Eds.). (2013). Discourse 2.0: Language and new media. Georgetown University Press. ● Thurlow, C., & Mroczek, K. (Eds.). (2011). Digital discourse: Language in the new media. Oxford University Press. | |
Evaluation Pattern CIA 1 - 20 marks - Assignment based on Units 1 and 2. CIA 2 - 50 marks - Written test based on units 1, 2 and 3 CIA 3- 20 marks- Group assignment based on units 3, 4 and 5 ESE - 50 marks- Written test based on all the units | |
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 |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
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Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
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|
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Unit-2 |
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|||||||||||||||||||||
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|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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Unit-4 |
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Unit 8
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Unit-4 |
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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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 skillsQuestion 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.
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GER181-4 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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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 develop the skills demonstrated in the ability to interpret simple texts
· To attain some transcultural competency: an awareness of cross-cultural differences between societies.
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:8 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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
|
||||||||||||||||||||||
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 |
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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 |
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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 |
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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 |
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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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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
|
||||||||||||||||||||||
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-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
| ||||||||||||||||||||||
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 |
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Translation Theory and process,Types of translation,qualities of a good translatot
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|||||||||||||||||||||||||||||||||||||||||
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.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
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.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
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
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN281-4 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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 |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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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 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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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
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
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JDM211-4 - SOFTWARE FOR MEDIA (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course provides journalism students with an introduction to the software tools and techniques used in the media industry. Through hands-on projects, students will learn how to use different types of media software, including video editing, audio production, graphic design, web design, animation, game development, and virtual and augmented reality software. The course will also cover cross-cutting issues such as media literacy, ethics, and social responsibility, as well as employability and entrepreneurship skills.
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Learning Outcome |
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CO1: Use media software tools to create and edit media content. CO2: Demonstrate best practices for using media software to create high-quality media content. CO3: Students will be able to develop media projects that integrate different types of media software tools. |
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Unit-1 |
Teaching Hours:15 |
Introduction to Media Software and Photo editing Software
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Overview of media software and its applications in the media industry, Types of media software and their uses, Understanding the hardware requirements for media software – Creative techniques used in different media sectors. Tools for Mobile journalism. Introduction to Photo Editing software. Hands-on experience with popular photo editing software.
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Unit-2 |
Teaching Hours:15 |
Video Editing Software
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Introduction to video editing software, Overview of video editing tools and their functions. Hands-on experience with popular video editing software | |
Unit-3 |
Teaching Hours:15 |
Audio Editing Software
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Introduction to audio editing software, Overview of audio editing tools and their functions, Hands-on experience with popular audio editing software | |
Unit-4 |
Teaching Hours:15 |
Interactive Media Software
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Introduction to interactive media software, Overview of interactive media tools and their functions, Hands-on experience with popular interactive media software
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern The Course does not have the Normal CIA I,II,II Model, rather there will be a series of assignments in submission mode and marks will be submitted for 50 at the MSE Phase and 50 at the ESE Phase.
Assignment Samples:
*Assignment details & Rubrics will be notified well in advance to students.
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JDM212-4 - DIGITAL STORYTELLING (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Explore the art of Digital Storytelling through this dynamic course. Digital storytelling using multimedia is an essential skill for journalists in the 21st century as they allow them to engage their audience, convey complex information and showcase their creativity. As part of this course, the students will learn about foundational elements, various digital tools, and platforms essential for crafting compelling narratives. They will dive into advanced techniques like interactive storytelling while analyzing real-world examples and create their own digital project and hone critical thinking skills for effective storytelling across various mediums. |
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Learning Outcome |
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CO1: Demonstrate proficiency in utilizing digital tools and platforms for effective storytelling.
CO2: Develop critical thinking skills in analyzing and creating digital narratives across various mediums. |
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Unit-1 |
Teaching Hours:15 |
Foundations of Digital Storytelling and Narrative Techniques
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Oral histories and Local folk traditions Introduction to Digital Storytelling and its use - explaining a concept, reflecting on a personal experience, retelling a historical event, making an argument or sharing a perspective. Understanding the elements of storytelling: plot, character, conflict, resolution,setting, theme, Narrative Point of View, Narrative structure in digital storytelling: linear vs. non-linear narratives. Incorporating multimedia elements to enhance storytelling effectiveness. Research, Sourcing, Scripting, Storyboarding
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Unit-2 |
Teaching Hours:15 |
Digital Tools and Platforms
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Exploring different digital storytelling mediums: text, image, audio, video, and interactive media. Hands-on experience with digital editing tools for various media types - Canva, Juxtapose, Web Stories (Google), Invideo, WeVideo, SmileBox, Pixton, Bubblr, Animoto, Hootsuite, SoundCloud, Soundcite, Timeline, Storymap, Sway, SceneVR, izi.travel.in, Thinglink, Infogram, pictograph, Datawrapper, flourish etc. Directory of Digital Tools: https://tools.hackastory.com/, Using Twitter notes, Threads, LinkedIn Newsletters, Adobe Spark, Content Creation on YouTube, Facebook, Instagram.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
of Chicago Press: London. 2015. Print. Web Resources and Case Studies:
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Evaluation Pattern Assessments are based on two practical assignments and a VIVA VOCE. As we are assessing higher-order skills such as the creation of stories. We require a formative assessment, backed with continuous feedback, and it cannot be assessed through a written summative assessment.
Department Level Submission MSE: Deconstructing a Story: Students are required to take a story of their choice and break down the elements of plot, character, conflict, setting, and theme. Students are also required to provide the changes that might occur in the storytelling if Digital and multimedia elements are incorporated. ESE: Digital Storytelling Project : Students will create a digital storytelling project of their choice, incorporating elements learned throughout the course. This could be in the form of a short film, interactive website, podcast series, or any other digital medium. The project will be assessed based on creativity, technical proficiency, and effectiveness in storytelling.
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JDM311-4 - MULTIMEDIA NEWS PRODUCTION (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course has been designed to provide practical, hands-on training on multimedia production to the undergraduate students of media studies. The students would gain insights into the intricacies of producing content for multimedia formats and develop a skillset required. Students will have the opportunity to hone skills ranging from news writing for digital, social media and TV news, camera, A/V production, and post-production. They will get an opportunity to further build on their skills in upcoming semesters through training and projects. |
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Learning Outcome |
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CO1: Identify and analyze current trends in multimedia storytelling CO2: Develop script writing skills for different formats within multimedia news environment
CO3: Edit and produce news content in both short and long formats including reels, shorts, short videos and full length news bulletins
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Unit-1 |
Teaching Hours:5 |
Introduction to Multimedia News Production
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Overview of Multimedia Journalism, Principles of Journalism, Media Convergence, Online and Broadcast Journalism and their characteristics. Tools and Technologies in Multimedia News Production, Mainstream Media’s extension to Digital and Social Media, Print Media foraying into video production. | |
Unit-2 |
Teaching Hours:10 |
Scripting for Multimedia Formats (Digital/Social Media/TV)
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Characteristics of digital news writing. Comparison between traditional and digital news writing styles. Incorporating multimedia elements (images, videos, infographics) into news articles.Writing for social media posts, tweets, and other formats.Writing data-driven news articles.Writing for TV News: Anchor visuals, anchor bite, news packages. Understanding SEO and discussing case studies of innovative digital news platforms. Practical exercises for Digital, Social Media and Broadcast news writing. | |
Unit-3 |
Teaching Hours:20 |
Audio-visual News Production (Digital/Social Media/TV)
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Understanding the role of visuals and sound in storytelling. Differences between digital, social media, and television news production. Aspect ratio for different devices and formats. Introduction to cameras, microphones, and other audio-visual equipment. Microphones, their polar patterns, and uses. Wireless microphones (Digitek). Setting up camera, lights, teleprompter for recording news. Principles of framing and composition. Practical exercises for anchoring and news reading in the studio. Recording news on Chroma Screen to be edited. Interviewing skills. | |
Unit-4 |
Teaching Hours:25 |
Audio-visual Editing and Software
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Introduction to Adobe Premier Pro, da vinci resolve, final cut pro, Kinemaster, VN, Clipchamp. Difference between linear and non-linear editing. Importing footage to timeline, matching frame rates. Correct sequencing of shots. Cuts and transitions and their uses – dissolve, wipe, fade in fade out, J-cut, L-cut, Jump cuts, cut aways, split screen, editing on multiple video and audio layers/channels. VFX/SFX in the software, chroma keying, colour balance, and filters. Multicam shot footage editing. Titles, texts, lower thirds, credits, location bands, top and bottom headers, tickers.Understanding export settings and formats. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern As a practical course, this will not have the normal CIA I, II, III Pattern, but a series of submission based assignments will be provided for the students to ensure their learning and application at every stage of the news production process. Marks will be provided in Centralised Viva mode with 50 marks provided for MSE and 50 Marks for ESE. MSE (50 Marks) : CIA I + CIA II - Centralised (Viva) ESE (50 Marks): CIA III + CIA IV + Viva - Centralised (Viva) Sample Assignments:
Note: These are suggestive CIAs and can be modified according to the need of the course/trends.
*Detailed rubrics will be provided by the course instructor to the students.
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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 |
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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.
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Learning Outcome |
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
|
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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
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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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
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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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
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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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
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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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
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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
|
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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
|
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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
|
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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
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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|
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.
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|
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.
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|
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
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
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|
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
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|
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.
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Learning Outcome |
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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?
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|||
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?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Text Books And Reference Books: 1. 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) | |||
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
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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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
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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 |
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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. |
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Learning Outcome |
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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 "
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|
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 |
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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. |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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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 |
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Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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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
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|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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|||||
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 |
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Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
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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 |
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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 |
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|||||
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.
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Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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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 | |