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| Assesment Pattern | |
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| Examination And Assesments | |
CIA - 50% ESE - 50% | |
| Department Overview: | |
The Department of Statistics and Data Science, established in the year 2022, strives to provide a dynamic research environment and effective education, including excellent training in scientific data collection, data management, methods and procedures of data analysis. Our curriculum adheres to worldwide standards to provide the best possible research and educational opportunities. It offers a perfect blend of statistical knowledge with tools and data science techniques required to explode, analyze and interpret the complex data of the modern world. The curriculum and teaching pedagogy foster higher-order thinking and research skills, which equip students for the dynamic and ever-evolving data industry. Well-designed co-curricular activities organized by the department are aimed at the holistic development of students. The skills imparted through various programs offered by the department aim to develop data professionals who would strive to contribute to the development of societyand the achievement of national goals. | |
| Mission Statement: | |
Vision: Excellence and Service Mission: To develop statistics and data science professionals capable of enriching a sustainable and progressive society for achieving common national goals. | |
| Introduction to Program: | |
The undergraduate programme of BSc (Data Science, Mathematics) is a novel three-year dual major, interdisciplinary degree programme. The students are given the option to pursue fourth year for the award of Honors degree. It has been specifically designed for the current Information and Knowledge Creation Era. This Programme will equip the students to learn about querying, acquiring and understanding the categories of data and its analysis, methods to to extract insights from data and to visualize and report the results. It also helps students to formulate, develop and use quantitative and mathematical models in a logical manner and to understand classical and modern data-analytics techniques, artificial intelligence techniques and statistical machine learning concepts. It effectively blends the theoretical foundations of data science with the mathematical models and concepts. The progressive approach in the design of the curriculum facilitates students to pursue research/career in the areas of Data Science or Mathematics | |
| Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Acquire a fundamental understanding of the principles and analytical techniques of Data Science to effectively generate useful information from structured and unstructured datasets.PO2: Develop relevant computational and statistical techniques for data science to gain insights from complex and high dimensional data PO3: Demonstrate understanding of the interdisciplinary nature of data for research and development using machine learning techniques and data science algorithms. PO4: Understand and apply fundamental principles, concepts and methods of mathematics. PO5: Demonstrate problem solving skills using mathematical techniques. PO6: Applyappropriate methods and tools for research and development in the chosen discipline. Programme Specific Outcome: PSO1: -Programme Educational Objective: PEO1: - | |
DSC101-1 - PRINCIPLES OF DATA SCIENCE AND DIGITAL COMPUTER FUNDAMENTALS (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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To provide a strong foundation for data science and the application area related to it, train toexplore the process of data pre-processing and machine learning, and to inculcate the importancevof ethics while handling data and problems in data science. To provide students with a fundamental understanding of the digital computing concepts from a hardware and software perspective. |
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Learning Outcome |
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CO1: Understand the fundamental concepts of data science. CO2: Explore the concepts of data pre-processing and visualization. CO3: Learn the basic concepts of machine learning. CO4: Learn to practice the ethics while handling data. CO5: Provide a basic understanding of the architecture and organization of digital computers. CO6: Introduce the principles of digital logic and the design of digital circuits |
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Unit-1 |
Teaching Hours:6 |
INTRODUCTION TO DATA SCIENCE
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What is data science? – Why data science? – Data science venn diagram – Terminologies – Application case studies. Types of data – Structured vs unstructured data – Quantitative vs qualitative data – Four levels of data. | |
Unit-1 |
Teaching Hours:6 |
INTRODUCTION TO DATA SCIENCE
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What is data science? – Why data science? – Data science venn diagram – Terminologies – Application case studies. Types of data – Structured vs unstructured data – Quantitative vs qualitative data – Four levels of data. | |
Unit-2 |
Teaching Hours:6 |
DATA SCIENCE PROCESS
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Five steps of data science – Ask an interesting question? – Obtain the data - Explore the data – Model the data – Communicate and visualize results – Basic question for data explorations – case studies for EDA
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Unit-2 |
Teaching Hours:6 |
DATA SCIENCE PROCESS
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Five steps of data science – Ask an interesting question? – Obtain the data - Explore the data – Model the data – Communicate and visualize results – Basic question for data explorations – case studies for EDA
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Unit-3 |
Teaching Hours:6 |
DATA VISUALISATION
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Communicating data – Identifying visualization – Importance of graphs and statistics – Verbal communication – The why, how and what strategy of presenting.
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Unit-3 |
Teaching Hours:6 |
DATA VISUALISATION
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Communicating data – Identifying visualization – Importance of graphs and statistics – Verbal communication – The why, how and what strategy of presenting.
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Unit-4 |
Teaching Hours:6 |
MACHINE LEARNING ESSENTIALS
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Machine learning – Modeling Process – Training model – Validating model – Predicting new observations –Supervised learning algorithms – Unsupervised learning algorithms. | |
Unit-4 |
Teaching Hours:6 |
MACHINE LEARNING ESSENTIALS
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Machine learning – Modeling Process – Training model – Validating model – Predicting new observations –Supervised learning algorithms – Unsupervised learning algorithms. | |
Unit-5 |
Teaching Hours:6 |
ETHICS AND RECENT TRENDS
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Simple utilitarian ethics, concept of informed consent, data ownership, privacy, anonymity, data validity, data forging and fabrication, algorithmic fairness, societal consequences, code of ethics, Attributions, philosophical frameworks for assessing fairness, contemporary theories of fairness, research ethics for data science, legal aspects. | |
Unit-5 |
Teaching Hours:6 |
ETHICS AND RECENT TRENDS
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Simple utilitarian ethics, concept of informed consent, data ownership, privacy, anonymity, data validity, data forging and fabrication, algorithmic fairness, societal consequences, code of ethics, Attributions, philosophical frameworks for assessing fairness, contemporary theories of fairness, research ethics for data science, legal aspects. | |
Unit-6 |
Teaching Hours:6 |
NUMBER SYSTEMS
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Introduction to Numbers Systems, common terms, representation in binary, equivalent, conversion- Binary Codes - Different types of Binary Codes - Digital Arithmetic: Basic Rules of Binary Addition and Subtraction, Multiplication, Division. | |
Unit-6 |
Teaching Hours:6 |
NUMBER SYSTEMS
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Introduction to Numbers Systems, common terms, representation in binary, equivalent, conversion- Binary Codes - Different types of Binary Codes - Digital Arithmetic: Basic Rules of Binary Addition and Subtraction, Multiplication, Division. | |
Unit-7 |
Teaching Hours:6 |
LOGIC GATES
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Introduction to Logic Gates and universal Gates, type of Gates, some common applications of logic gates- Logic Families: Significance and types, Characteristics, Transistor Logic, CMOS logic family | |
Unit-7 |
Teaching Hours:6 |
LOGIC GATES
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Introduction to Logic Gates and universal Gates, type of Gates, some common applications of logic gates- Logic Families: Significance and types, Characteristics, Transistor Logic, CMOS logic family | |
Unit-8 |
Teaching Hours:6 |
BOOLEAN ALGEBRA AND SIMPLIFICATION TECHNIQUES
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Introduction to Boolean Algebra- postulates- Theorems | |
Unit-8 |
Teaching Hours:6 |
BOOLEAN ALGEBRA AND SIMPLIFICATION TECHNIQUES
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Introduction to Boolean Algebra- postulates- Theorems | |
Unit-9 |
Teaching Hours:6 |
SIMPLIFICATION TECHNIQUES
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SOP, POS, k-map- Arithmetic Circuits: Introduction to arithmetic circuits, basic building blocks, BCD adder. | |
Unit-9 |
Teaching Hours:6 |
SIMPLIFICATION TECHNIQUES
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SOP, POS, k-map- Arithmetic Circuits: Introduction to arithmetic circuits, basic building blocks, BCD adder. | |
Unit-10 |
Teaching Hours:6 |
MULTIPLEX AND DEMULTIPLEXERS
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Multiplexer, Encoders, Demultiplexers, Decoders- Flip Flops: Introduction of Flip Flops, types of Flip Flops | |
Unit-10 |
Teaching Hours:6 |
MULTIPLEX AND DEMULTIPLEXERS
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Multiplexer, Encoders, Demultiplexers, Decoders- Flip Flops: Introduction of Flip Flops, types of Flip Flops | |
Text Books And Reference Books: [1] Sinan Ozdemir, Principles of Data Science learn the techniques and math you need to start making sense of your data. Birmingham Packt December, 2016. [2] Davy Cielen and Arno Meysman, Introducing Data Science. Simon and Schuster, 2016. [3] M. Loukides, H. Mason, and D. Patil, Ethics and Data Science. O’Reilly Media, 2018. [4] Digital Electronics Principles, Devices and Applications, Anil K. Maini, DRDO, India, John Wiley & Sons, Ltd [5] Computer Organization and Design : the hardware/software interface by david a patterson and john l hennessy
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Essential Reading / Recommended Reading [1] Data Science from Scratch: First Principles with Python, Joel Grus, O’Reilly, 1st edition, 2015
[2] Doing Data Science, Straight Talk from the Frontline, Cathy O'Neil, Rachel Schutt, O’Reilly, 1st edition, 2013
[3] Mining of Massive Datasets, Jure Leskovec, Anand Rajaraman, Jeffrey David Ullman, Cambridge University Press, 2nd edition, 2014
[4] Computer Systems: Digital Design, Fundamentals of Computer Architecture and Assembly Language, ATa Elahi , Springer 2019
[5] Floyd, Thomas L: Digital Computer Fundamentals, 11th Edition, Pearson International, 2015.
[6] Malvino, Paul Albert, Leach, Donald P,GautamSaha: Digital Principles And Applications, TMH ,8th Edition, 2015.
[7] Bartee, Thomas C: Digital Computer Fundamentals, 6 Edition,TMH, 2010.
References
https://www.ntnu.edu/studies/courses/TFE4105/2014#tab=omEmnet
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Evaluation Pattern CIA-50% ESE-50% | |
DSC161-1 - PYTHON PROGRAMMING (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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This course covers the programming paradigms associated with Python. It provides a comprehensive understanding of Python data types, functions and modules with a focus on modular programming. |
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Learning Outcome |
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CO1: Understand and apply core programming concepts. CO2: Demonstrate significant experience with python program development environment. CO3: Design and implement fully-functional programs using commonly used modules and custom functions. |
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Unit-1 |
Teaching Hours:15 |
PYTHON DATA TYPES: LISTS AND TUPLES
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Strings, Lists: Accessing elements, Basic List operations, Built-in methods. Tuples: Working with elements, Basic Tuple operation, Tuple methods and Type of Tuples. | |
Unit-1 |
Teaching Hours:15 |
Exercises:
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Lab 10 hrs 1. Implement Basic data types, operators and I/O 2. Implement Control structures and loops 3. Implement Strings and Lists 4. Implement Tuples | |
Unit-1 |
Teaching Hours:15 |
INTRODUCING PYTHON
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Theory 5hrs Introduction, Python Fundamentals, Features of Python, Components of a Python Program, Understanding the Interpreter. Python basics: Identifiers, Basic Types, Operators, Precedence and Associativity, Decision Control Structures, Looping Structures, Console Input, Output. | |
Unit-1 |
Teaching Hours:15 |
PYTHON DATA TYPES: LISTS AND TUPLES
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Strings, Lists: Accessing elements, Basic List operations, Built-in methods. Tuples: Working with elements, Basic Tuple operation, Tuple methods and Type of Tuples. | |
Unit-1 |
Teaching Hours:15 |
Exercises:
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Lab 10 hrs 1. Implement Basic data types, operators and I/O 2. Implement Control structures and loops 3. Implement Strings and Lists 4. Implement Tuples | |
Unit-1 |
Teaching Hours:15 |
INTRODUCING PYTHON
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Theory 5hrs Introduction, Python Fundamentals, Features of Python, Components of a Python Program, Understanding the Interpreter. Python basics: Identifiers, Basic Types, Operators, Precedence and Associativity, Decision Control Structures, Looping Structures, Console Input, Output. | |
Unit-2 |
Teaching Hours:15 |
COMPREHENSIONS, FUNCTIONS AND MODULES
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Comprehensions: List Comprehensions, Set Comprehension, Dictionary Comprehension. Functions: Defining a function, Types of arguments, unpacking arguments. Recursive functions. Main module, built-in, custom modules, importing a module. | |
Unit-2 |
Teaching Hours:15 |
PYTHON DATA TYPES: SETS AND DICTIONARIES
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Theory 5 hrs Sets: Definition, Set Elements, Built-in methods, basic set operations, Mathematical Set operation, Variety of Sets. Dictionaries: Defining a dictionary, accessing elements, basic operations, methods. | |
Unit-2 |
Teaching Hours:15 |
Exercises:
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Lab 10 hrs 5. Implement Sets and Dictionaries 6. Implement List, Set and Dictionary Comprehensions 7. Implement function 8. Implement Recursive function | |
Unit-2 |
Teaching Hours:15 |
COMPREHENSIONS, FUNCTIONS AND MODULES
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Comprehensions: List Comprehensions, Set Comprehension, Dictionary Comprehension. Functions: Defining a function, Types of arguments, unpacking arguments. Recursive functions. Main module, built-in, custom modules, importing a module. | |
Unit-2 |
Teaching Hours:15 |
PYTHON DATA TYPES: SETS AND DICTIONARIES
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Theory 5 hrs Sets: Definition, Set Elements, Built-in methods, basic set operations, Mathematical Set operation, Variety of Sets. Dictionaries: Defining a dictionary, accessing elements, basic operations, methods. | |
Unit-2 |
Teaching Hours:15 |
Exercises:
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Lab 10 hrs 5. Implement Sets and Dictionaries 6. Implement List, Set and Dictionary Comprehensions 7. Implement function 8. Implement Recursive function | |
Unit-3 |
Teaching Hours:15 |
Exercises:
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Lab 10 hrs 9. Implement the modules of NumPy 10. Implement the modules of Pandas | |
Unit-3 |
Teaching Hours:15 |
INTRODUCTION TO NUMPY AND PANDAS
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Theory 5 hrs Introduction to NumPy, Aggregations Computation on Arrays, Comparisons, Sorting Arrays. Introduction to Pandas: Data indexing and Selection, Operating on Data, Handling Missing Data. | |
Unit-3 |
Teaching Hours:15 |
Exercises:
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Lab 10 hrs 9. Implement the modules of NumPy 10. Implement the modules of Pandas | |
Unit-3 |
Teaching Hours:15 |
INTRODUCTION TO NUMPY AND PANDAS
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Theory 5 hrs Introduction to NumPy, Aggregations Computation on Arrays, Comparisons, Sorting Arrays. Introduction to Pandas: Data indexing and Selection, Operating on Data, Handling Missing Data. | |
Text Books And Reference Books: [1] Martin Brown, Python:The Complete Reference, McGraw Hill, Publications, 4th Edition March 2018. [2] Yashavant Kanetkar, Aditya Kanetkar, Let Us Python, BPB Publications, 4th Edition 2022. | |
Essential Reading / Recommended Reading [1] Reema Thareja, Python Programming using problem solving Approach, Oxford University, Higher Education Oxford University Press, 2017. [2] Zhang Y, An Introduction to Python and Computer Programming, Springer Publications, 2015. | |
Evaluation Pattern CIA : 50% ESE : 50% | |
ENG181-1 - ENGLISH (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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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Learning Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Teaching Hours:7 |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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| |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
MAT101-1 - DIFFERENTIAL CALCULUS (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:Calculus is a discipline of mathematics that studies limits, motion, and rates of change. Proficiency in calculus is vital for math students for a better understanding of the subject and the advancement of the field. This course offers a modern introduction to calculus with a conceptual knowledge of the underlying mathematical concepts as its primary objective. Course objectives: This course will help the learner to COBJ1: develop a solid understanding of the concepts in differential calculus such as limit, continuity and differentiability and their inter-relationships. COBJ2: to acquire the ability to think logically and precisely; understand, apply and generalise mathematical ideas. COBJ3. recognize the appropriate tools of calculus to solve applied problems. |
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Learning Outcome |
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CO1: On successful completion of the course, the students should be able to understand limits, continuity, and derivatives of functions. CO2: On successful completion of the course, the students should be able to apply mean value theorems, Taylor series and optimality tests in practical problems. CO3: On successful completion of the course, the students should be able to demonstrate mastery of partial differentiation of functions of several variables and their applications to various fields. CO4: On successful completion of the course, the students should be able to employ the knowledge in differential calculus to tackle practical problems. |
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Unit-1 |
Teaching Hours:20 |
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Limits, Continuity and Differentiability
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Rates of change and tangent lines to curves, limit of a function and limit laws, the precise definition of a limit, one-sided limits, continuity, limits involving infinity; asymptotes of graphs, derivative at a point, derivative as a function, differentiation rules, derivative as a rate of change, rules of differentiation. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Limits, Continuity and Differentiability
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Rates of change and tangent lines to curves, limit of a function and limit laws, the precise definition of a limit, one-sided limits, continuity, limits involving infinity; asymptotes of graphs, derivative at a point, derivative as a function, differentiation rules, derivative as a rate of change, rules of differentiation. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Limits, Continuity and Differentiability
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Rates of change and tangent lines to curves, limit of a function and limit laws, the precise definition of a limit, one-sided limits, continuity, limits involving infinity; asymptotes of graphs, derivative at a point, derivative as a function, differentiation rules, derivative as a rate of change, rules of differentiation. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Limits, Continuity and Differentiability
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Rates of change and tangent lines to curves, limit of a function and limit laws, the precise definition of a limit, one-sided limits, continuity, limits involving infinity; asymptotes of graphs, derivative at a point, derivative as a function, differentiation rules, derivative as a rate of change, rules of differentiation. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:20 |
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Application of Derivatives
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Extreme values of functions on closed intervals, Rolle's theorem, mean value theorem, monotonic functions and the first derivative test, indeterminate forms, Taylor and Maclaurin series, curvature, and radius of curvature. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:20 |
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Application of Derivatives
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Extreme values of functions on closed intervals, Rolle's theorem, mean value theorem, monotonic functions and the first derivative test, indeterminate forms, Taylor and Maclaurin series, curvature, and radius of curvature. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:20 |
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Application of Derivatives
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Extreme values of functions on closed intervals, Rolle's theorem, mean value theorem, monotonic functions and the first derivative test, indeterminate forms, Taylor and Maclaurin series, curvature, and radius of curvature. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:20 |
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Application of Derivatives
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Extreme values of functions on closed intervals, Rolle's theorem, mean value theorem, monotonic functions and the first derivative test, indeterminate forms, Taylor and Maclaurin series, curvature, and radius of curvature. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:20 |
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Partial Derivatives
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Functions of several variables, limits and continuity in higher dimensions, partial derivatives, the chain rule, Jacobians, directional derivatives and gradient vectors, tangent planes and differentials, extreme values and saddle points, Lagrange multipliers, Taylor’s formula for two variables, partial derivatives with constrained variables. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:20 |
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Partial Derivatives
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Functions of several variables, limits and continuity in higher dimensions, partial derivatives, the chain rule, Jacobians, directional derivatives and gradient vectors, tangent planes and differentials, extreme values and saddle points, Lagrange multipliers, Taylor’s formula for two variables, partial derivatives with constrained variables. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:20 |
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Partial Derivatives
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Functions of several variables, limits and continuity in higher dimensions, partial derivatives, the chain rule, Jacobians, directional derivatives and gradient vectors, tangent planes and differentials, extreme values and saddle points, Lagrange multipliers, Taylor’s formula for two variables, partial derivatives with constrained variables. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:20 |
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Partial Derivatives
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Functions of several variables, limits and continuity in higher dimensions, partial derivatives, the chain rule, Jacobians, directional derivatives and gradient vectors, tangent planes and differentials, extreme values and saddle points, Lagrange multipliers, Taylor’s formula for two variables, partial derivatives with constrained variables. | |||||||||||||||||||||||||||||
Text Books And Reference Books: G. B. Thomas, J. Hass, C. Heil, and M. D. Weir, Thomas’ Calculus, 14th ed. New Jersey, USA: Pearson Education, Inc., 2018. | |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
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Evaluation Pattern
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MAT161-1 - INTEGRAL CALCULUS (2024 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course aims at enabling the students to know various principles, problem solving skills in integral calculus and enables the students in applying it in finding length of arcs, surface areas and volumes of solids of revolution, improper integrals. Course Objectives: This course will help the learner to COBJ 1:understand the fundamentals of integration and definite integration. COBJ 2:establish reduction formulae for the integration of various types of functions. COBJ 3: understand and apply integration. |
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Learning Outcome |
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CO1: Compute definite and indefinite integrals of algebraic, trigonometric, logarithmic and exponential functions using formulas and substitution. CO2: Solve integration problems using basic techniques of integration, including integration by parts and partial fractions, improper integrals. CO3: Evaluate multiple integrals and apply integrals theorems. CO4: Appreciate the use of reduction formulae in solving problems. CO5: Solve applied problems using integration. |
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Unit-1 |
Teaching Hours:15 |
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Elements of Integral Calculus
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Recapitulation of methods of integration and Definite Integral, Reduction Formulae: ∫sin𝑛𝑥 𝑑𝑥, ∫cos𝑛𝑥 𝑑𝑥, 0∫𝜋/2sin𝑛𝑥 𝑑𝑥, ∫sin𝑚𝑥 cos𝑛𝑥 𝑑𝑥, ∫tan𝑛𝑥 𝑑𝑥, ∫cot𝑛𝑥 𝑑𝑥 ∫sin𝑚𝑥 sin𝑛𝑥𝑑𝑥, ∫cos𝑚𝑥 cos𝑛𝑥𝑑𝑥, ∫ 𝑥𝑛𝑒𝑎x𝑑𝑥, ∫𝑥𝑚sin𝑛𝑥𝑑𝑥, ∫𝑥𝑚cos𝑛𝑥𝑑𝑥, ∫(𝑥2+𝑦2)−𝑛 𝑑𝑥, ∫𝑥𝑚(𝑎+𝑏𝑥𝑛)𝑝 𝑑𝑥 , ∫(𝑎2+𝑥2)𝑛/2𝑑𝑥 and related examples– Leibnitz rule for differentiation under integral sign. | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Elements of Integral Calculus
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Recapitulation of methods of integration and Definite Integral, Reduction Formulae: ∫sin𝑛𝑥 𝑑𝑥, ∫cos𝑛𝑥 𝑑𝑥, 0∫𝜋/2sin𝑛𝑥 𝑑𝑥, ∫sin𝑚𝑥 cos𝑛𝑥 𝑑𝑥, ∫tan𝑛𝑥 𝑑𝑥, ∫cot𝑛𝑥 𝑑𝑥 ∫sin𝑚𝑥 sin𝑛𝑥𝑑𝑥, ∫cos𝑚𝑥 cos𝑛𝑥𝑑𝑥, ∫ 𝑥𝑛𝑒𝑎x𝑑𝑥, ∫𝑥𝑚sin𝑛𝑥𝑑𝑥, ∫𝑥𝑚cos𝑛𝑥𝑑𝑥, ∫(𝑥2+𝑦2)−𝑛 𝑑𝑥, ∫𝑥𝑚(𝑎+𝑏𝑥𝑛)𝑝 𝑑𝑥 , ∫(𝑎2+𝑥2)𝑛/2𝑑𝑥 and related examples– Leibnitz rule for differentiation under integral sign. | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Line and Multiple Integrals
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Line Integrals, double integrals, triple integrals, and integral theorems (Only statements). | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Line and Multiple Integrals
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Line Integrals, double integrals, triple integrals, and integral theorems (Only statements). | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Applications of Integral Calculus
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Application of Integral Calculus: Length of arcs – Surface areas and Volumes of solids of revolutions for standard curves in Cartesian and Polar forms, Improper Integrals – beta and gamma functions – properties – relation between beta and gamma functions. | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Applications of Integral Calculus
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Application of Integral Calculus: Length of arcs – Surface areas and Volumes of solids of revolutions for standard curves in Cartesian and Polar forms, Improper Integrals – beta and gamma functions – properties – relation between beta and gamma functions. | |||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading 1. J. Stewart, Single Variable Essential Calculus: Early Transcendentals, 2nd ed.: Belmont, USA: BROOKS/COLE Cengage Learning, 2013. 2. S. Narayan, Integral Calculus, 10th revised ed. New Delhi: S. Chand and Company Ltd., 2005. 3. G. K. Ranganath, Text book of B.Sc., Mathematics, Revised ed., New Delhi, India: S Chand and Co., 2013. 4. F. Ayres and E. Mendelson, Schaum's Outline of Calculus, 6th ed. USA: Mc. Graw Hill., 2013. 5. N. P. Bali, Integral Calculus, 11th ed. New Delhi, India: Laxmi Publications (P) Ltd.., 2011. 6. D. Bhardwaj, Integral Calculus made easy, 1st ed. NewDelhi: Laxmi Publications (P) Ltd., 2006. 7. M. Spivak, Calculus, 3rd ed., Cambridge University Press, 2006. 8. T.M. Apostol, Calculus vol-1, 2nd ed., Wiley India Pvt. Ltd., 2011. 9. T.M. Apostol, Calculus vol-2, 2nd ed., Wiley India Pvt. Ltd., 2007. | |||||||||||||||||||||||||
Evaluation Pattern The course is evaluated based on continuous internal assessments (CIA). The parameters for evaluation under each component and the mode of assessment are given below.
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STA121-1 - INTRODUCTION TO STATISTICS (2024 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course is designed to introduce the basic concepts of statistics, presentation of data and descriptive measures. This course also introduces the concept of probability. |
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Learning Outcome |
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CO1: Summarize and present the data in tabular and graphic form. CO2: Calculate appropriate measures to describe the characteristics of data such as central tendency, dispersion, skewness and kurtosis.
CO3: Understand the basic concepts of probability and calculate the probabilities for various events. |
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Unit-1 |
Teaching Hours:13 |
ORGANIZATION AND PRESENTATION OF DATA
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Definition of statistics- Scope - limitation and misuse of statistics - types of data: primary, secondary, quantitative and qualitative data - Types of Measurements: nominal, ordinal, interval and ratio scale - discrete and continuous data - Presentation of data by tables: construction of frequency distributions for discrete and continuous data - graphical representation of a frequency distribution. | |
Unit-2 |
Teaching Hours:16 |
DESCRIPTIVE STATISTICS
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Measures of location or central tendency: Arithmetic mean - Median - Mode - Geometric mean - Harmonic mean - Partition values: Quartiles - Deciles and Percentiles - Measures of dispersion: Mean deviation - Quartile deviation - Standard deviation - Coefficient of variation - Moments: measures of skewness - kurtosis. | |
Unit-3 |
Teaching Hours:16 |
BASICS OF PROBABILITY
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Random experiment - sample point and sample space – event - algebra of events - Definition of Probability: classical - empirical and axiomatic approaches to probability - properties of probability - Theorems on probability - conditional probability and independent events - Laws of total probability – Bayes’ theorem and its applications. | |
Text Books And Reference Books: [1] Gupta S.C and Kapoor V.K, Fundamentals of Mathematical Statistics, 12th edition, Sultan Chand & Sons, New Delhi, 2020. | |
Essential Reading / Recommended Reading [1] Mukhopadhyay P, Mathematical Statistics, Books and Allied (P) Ltd, Kolkata, 2018. [2] Walpole R.E, Myers R.H, and Myers S.L, Probability and Statistics for Engineers and Scientists, Pearson, New Delhi, 2017. [3] Montgomery D.C and Runger G.C, Applied Statistics and Probability for Engineers, 7th Edition, Wiley India, New Delhi, 2018. [4] Agarwal B.L, Basic Statistics, 6th Edition, New Age International (P) Limited Publishers, 2018. | |
Evaluation Pattern CIA:50% ESE:50% | |
DSC101-2 - DATA STRUCTURES (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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The course helps the student to understand the need for Data Structure during application building and to evaluate the concepts of Data types, Linear and Non-Linear Data Structures. It focus on organizing and retrieving the data to boost algorithm performance efficiency through advanced data structures which serves the modern data requirements. |
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Learning Outcome |
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CO1: Apply various in-built data structures as available in Python. CO2: Analyse various operations on Linear Data structures. CO3: Deploy various sorting and searching techniques. CO4: Understand the working of Non-Linear Data Structures. CO5: Evaluate the performance of Graph algorithms. CO6: Optimize any Data Structure algorithm using algorithm analysis. |
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Unit-1 |
Teaching Hours:9 |
Introduction
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Data and information, Data Structure, Classification of Data Structures, Abstract Data Structure. Algorithm analysis, Time and space complexity, Asymptotic Analysis and Notations, Big O Notation, Big Omeg Notation, Rate of Growth ,and Big O Notation. Object Oriented Programming - Class, Object, Inheritance, Polymorphism, Encapsulation. (If Python), Data Structures for AI, ML, and DL. | |
Unit-1 |
Teaching Hours:9 |
Introduction
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Data and information, Data Structure, Classification of Data Structures, Abstract Data Structure. Algorithm analysis, Time and space complexity, Asymptotic Analysis and Notations, Big O Notation, Big Omeg Notation, Rate of Growth ,and Big O Notation. Object Oriented Programming - Class, Object, Inheritance, Polymorphism, Encapsulation. (If Python), Data Structures for AI, ML, and DL. | |
Unit-2 |
Teaching Hours:9 |
Static and Dynamic Memory Operations
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Array: Array implementation - Creation, Insertion, Deletion, Traversing, Searching, Sorting, Merging, Multidimensional array, sparse matric. In-Built Data Structures in Python: List, Sets, Tuple, Dictionary. (If Python). Linked List: Creation, Insertion, Deletion, Traversing, Searching, Sorting, Merging, Reverse operations on Signly Linear Lined List, Singly Circular Linked List, Doubly Linear Linked List, Doubly Circular Liked List. Application - Polynomial operation. | |
Unit-2 |
Teaching Hours:9 |
Static and Dynamic Memory Operations
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Array: Array implementation - Creation, Insertion, Deletion, Traversing, Searching, Sorting, Merging, Multidimensional array, sparse matric. In-Built Data Structures in Python: List, Sets, Tuple, Dictionary. (If Python). Linked List: Creation, Insertion, Deletion, Traversing, Searching, Sorting, Merging, Reverse operations on Signly Linear Lined List, Singly Circular Linked List, Doubly Linear Linked List, Doubly Circular Liked List. Application - Polynomial operation. | |
Unit-3 |
Teaching Hours:9 |
Linear Data Structures
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Stack: Introduction to stack, Operations - Push, Pop, Peek, Display, Applications - infix, prefix,postfix conversion and evaluation, recursion. Implementation with Array and Linked List Queue: Introduction to Queue, Operations - Insert, Delete, Display. Types of Queue - Deque, Priority Queue, Applications of Queue. Implementation with Array and Linked List. | |
Unit-3 |
Teaching Hours:9 |
Linear Data Structures
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Stack: Introduction to stack, Operations - Push, Pop, Peek, Display, Applications - infix, prefix,postfix conversion and evaluation, recursion. Implementation with Array and Linked List Queue: Introduction to Queue, Operations - Insert, Delete, Display. Types of Queue - Deque, Priority Queue, Applications of Queue. Implementation with Array and Linked List. | |
Unit-4 |
Teaching Hours:9 |
Sorting and Searching Techniques
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Sorting: Bubble, Selection, Insertion, Merge Sort, Quick Sort. Searching: Sequential, Binary, Indexed Sequential Searches, Binary Search. Hashing: Hash functions, Hashing methods: direct method, subtraction method. | |
Unit-4 |
Teaching Hours:9 |
Sorting and Searching Techniques
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Sorting: Bubble, Selection, Insertion, Merge Sort, Quick Sort. Searching: Sequential, Binary, Indexed Sequential Searches, Binary Search. Hashing: Hash functions, Hashing methods: direct method, subtraction method. | |
Unit-5 |
Teaching Hours:9 |
Non- Linear Data Structures
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Trees: Introduction: Binary Search Tree, Types of trees, Implementation - Create, Traverse, Delete, Search operations. Application - Heap Sort Tree Balancing: AVL Tree - Representation, Traversal, Insertion; B Tree - Representation, Traversal, Insertion; B+ Tree - Representation, Traversal, Insertion; Graphs: Representation of Graph: Sequential and Linked, Types of graph, Breadth-first traversal, Depth-first traversal, Bi-connectivity, Cut vertex, Euler circuits, Minimum spanning tree algorithm, Applications of graphs. | |
Unit-5 |
Teaching Hours:9 |
Non- Linear Data Structures
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Trees: Introduction: Binary Search Tree, Types of trees, Implementation - Create, Traverse, Delete, Search operations. Application - Heap Sort Tree Balancing: AVL Tree - Representation, Traversal, Insertion; B Tree - Representation, Traversal, Insertion; B+ Tree - Representation, Traversal, Insertion; Graphs: Representation of Graph: Sequential and Linked, Types of graph, Breadth-first traversal, Depth-first traversal, Bi-connectivity, Cut vertex, Euler circuits, Minimum spanning tree algorithm, Applications of graphs. | |
Text Books And Reference Books: [1] Rance D. Necaise. “Data Structures and Algorithms Using Python” Hamilton Printing Company-2011. [2] Michael H. Goldwasser, Roberto Tamassia, Michael T. Goodrich. “Data Structures and Algorithms in Python”, Wiley, 2021. | |
Essential Reading / Recommended Reading [1] Seymour Lipschultz: “Data Structures”, Schaum series TMH, 2014. [2] Mark Summerfield, "Programming in Python 3 A Complete Introduction to the Python Language”, Addison-Wesley Second Edition 2018. | |
Evaluation Pattern CIA:50% ESE:50% | |
DSC102-2 - OPERATING SYSTEMS (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 course is a classical approach to the concepts behind modern computer operating systems. Considers the unifying concept of the operating system as a collection of cooperating sequential processes. Covers topics including file systems, virtual memory, disk request scheduling, concurrent processes, deadlocks, security, and integrity. |
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Learning Outcome |
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CO1: To understand the services provided by and the design of an operating system. CO2: To understand the file system, memory management and synchronization. CO3: To understand system calls for managing processes. CO4: To understand the implementation of OS. |
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Unit-1 |
Teaching Hours:10 |
Introduction to OS
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Introduction and System Structures-Operating System Fundamentals; Computer System organization and architecture; Operating System structure and operations; Basics of process, memory and storage management and protection and security; Operating System services; User interface; System calls; System programs; Operating System structure; System boot. | |
Unit-1 |
Teaching Hours:10 |
Introduction to OS
|
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Introduction and System Structures-Operating System Fundamentals; Computer System organization and architecture; Operating System structure and operations; Basics of process, memory and storage management and protection and security; Operating System services; User interface; System calls; System programs; Operating System structure; System boot. | |
Unit-2 |
Teaching Hours:10 |
Process Management
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Process Management- Process concept; Process scheduling; Operations on processes; Inter Process Communication; Overview of Threads; Multi-threading models; Threading issues. | |
Unit-2 |
Teaching Hours:10 |
Process Management
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Process Management- Process concept; Process scheduling; Operations on processes; Inter Process Communication; Overview of Threads; Multi-threading models; Threading issues. | |
Unit-3 |
Teaching Hours:10 |
Synchronization
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Need of synchronization; Critical section problems; Peterson‘s solution; Synchronization hardware; Mutex Locks; Semaphores, Classical problems of synchronization, Synchronization examples, Thread synchronization using mutex and semaphore. | |
Unit-3 |
Teaching Hours:10 |
Synchronization
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Need of synchronization; Critical section problems; Peterson‘s solution; Synchronization hardware; Mutex Locks; Semaphores, Classical problems of synchronization, Synchronization examples, Thread synchronization using mutex and semaphore. | |
Unit-4 |
Teaching Hours:10 |
Scheduling
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CPU Scheduling concepts; Scheduling criteria; Scheduling algorithms; Overview of thread scheduling; Multi-processor scheduling. | |
Unit-4 |
Teaching Hours:10 |
Scheduling
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CPU Scheduling concepts; Scheduling criteria; Scheduling algorithms; Overview of thread scheduling; Multi-processor scheduling. | |
Unit-5 |
Teaching Hours:10 |
Memory Management
|
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Memory Management-Overview; Swapping; Memory allocation; Segmentation; Paging, Structure of the page table. | |
Unit-5 |
Teaching Hours:10 |
Memory Management
|
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Memory Management-Overview; Swapping; Memory allocation; Segmentation; Paging, Structure of the page table. | |
Unit-6 |
Teaching Hours:10 |
Virtual Memory
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Virtual Memory-Overview; Demand paging; Copy on Write; Page replacement; Allocation of Frames; Thrashing. | |
Unit-6 |
Teaching Hours:10 |
Virtual Memory
|
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Virtual Memory-Overview; Demand paging; Copy on Write; Page replacement; Allocation of Frames; Thrashing. | |
Text Books And Reference Books: [1] A. Silberschatz, P.B. Galvin and G. Gagne, Operating System Concepts.9th Edition, New Delhi: Wiley India, 2011. [2] Stalling William, Operating Systems: Internals and Design Principles. 7th Edition, Prentice Hall, 2011. | |
Essential Reading / Recommended Reading [1] Dietel et al, Operating System.3rd Edition. Pearson Education, 2004. [2] A.S. Tanenbaum, Modern Operating Systems.3rd Ed, Prentice Hall, 2007. | |
Evaluation Pattern CIA:50% ESE:50% | |
DSC111-2 - DATA STRUCTURES LAB (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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The course introduces programming approach and practical implementation of data structure concepts.The course aims to familiarize with practical and real time application of linear and Non-linear data structure. It provides the ability to identify, apply and evaluate relevant data structure concept for the given problems. |
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Learning Outcome |
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CO1: Understand the need for Data Structures when building application CO2: Understand the need for Data Structures when building application CO3: Improve logical, analytical, problem-solving skill using C programming |
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Unit-1 |
Teaching Hours:30 |
Lab Exercises
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Unit-1 |
Teaching Hours:30 |
Lab Exercises
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA :50% ESE:50% | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Learning Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
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Teaching Hours:4 |
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
MAT101-2 - INTRODUCTORY ALGEBRA (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: This course aims at developing the ability for logical arguments and perform mathematical computations. It also helps the students to understand the theory of equations and matrices and develop a solid foundation in mathematics. Course Objectives: This course will help the learner to
COBJ1: Develop logical foundations to understand and construct logical arguments to support or refute mathematical assertions. COBJ2: Understand the techniques to solve polynomial equations of higher degrees. COBJ3: Gain knowledge in matrix algebra, spectral theory, and their applications. |
|
Learning Outcome |
|
CO1: Demonstrate mathematical logic to write mathematical proofs and solve problems. CO2: Demonstrate proficiency in solving algebraic equations. CO3: Apply matrix theory to model real-life problems and find their solutions.
CO4: Communicate the basic and advanced concepts of the topic precisely and effectively. |
|
Unit-1 |
Teaching Hours:15 |
Mathematical Logic
|
|
Propositions, logical operators, truth tables, implications and equivalences, tautology and contradictions, rules of inference, predicates, quantifiers, nested quantifiers, arguments, formal proof methods and strategies. | |
Unit-1 |
Teaching Hours:15 |
Mathematical Logic
|
|
Propositions, logical operators, truth tables, implications and equivalences, tautology and contradictions, rules of inference, predicates, quantifiers, nested quantifiers, arguments, formal proof methods and strategies. | |
Unit-1 |
Teaching Hours:15 |
Mathematical Logic
|
|
Propositions, logical operators, truth tables, implications and equivalences, tautology and contradictions, rules of inference, predicates, quantifiers, nested quantifiers, arguments, formal proof methods and strategies. | |
Unit-1 |
Teaching Hours:15 |
Mathematical Logic
|
|
Propositions, logical operators, truth tables, implications and equivalences, tautology and contradictions, rules of inference, predicates, quantifiers, nested quantifiers, arguments, formal proof methods and strategies. | |
Unit-2 |
Teaching Hours:15 |
Theory of Equations
|
|
General properties of equations, solving equations, relations between roots and coefficients, symmetric functions of roots, transformations of equations, Descarte’s rule of signs, Cardon’s method for cubic equations, solutions to biquadratic equations. | |
Unit-2 |
Teaching Hours:15 |
Theory of Equations
|
|
General properties of equations, solving equations, relations between roots and coefficients, symmetric functions of roots, transformations of equations, Descarte’s rule of signs, Cardon’s method for cubic equations, solutions to biquadratic equations. | |
Unit-2 |
Teaching Hours:15 |
Theory of Equations
|
|
General properties of equations, solving equations, relations between roots and coefficients, symmetric functions of roots, transformations of equations, Descarte’s rule of signs, Cardon’s method for cubic equations, solutions to biquadratic equations. | |
Unit-2 |
Teaching Hours:15 |
Theory of Equations
|
|
General properties of equations, solving equations, relations between roots and coefficients, symmetric functions of roots, transformations of equations, Descarte’s rule of signs, Cardon’s method for cubic equations, solutions to biquadratic equations. | |
Unit-3 |
Teaching Hours:15 |
Theory of Matrices
|
|
Types of Matrices: Idempotent, nilpotent Hermitian, skew-Hermitian, and unitary matrices and their properties. Elementary row operations, rank, inverse of a matrix using row operations, Echelon forms, normal forms, system of homogeneous and non-homogeneous equations, Cayley Hamilton theorem, eigenvalues and eigenvectors. | |
Unit-3 |
Teaching Hours:15 |
Theory of Matrices
|
|
Types of Matrices: Idempotent, nilpotent Hermitian, skew-Hermitian, and unitary matrices and their properties. Elementary row operations, rank, inverse of a matrix using row operations, Echelon forms, normal forms, system of homogeneous and non-homogeneous equations, Cayley Hamilton theorem, eigenvalues and eigenvectors. | |
Unit-3 |
Teaching Hours:15 |
Theory of Matrices
|
|
Types of Matrices: Idempotent, nilpotent Hermitian, skew-Hermitian, and unitary matrices and their properties. Elementary row operations, rank, inverse of a matrix using row operations, Echelon forms, normal forms, system of homogeneous and non-homogeneous equations, Cayley Hamilton theorem, eigenvalues and eigenvectors. | |
Unit-3 |
Teaching Hours:15 |
Theory of Matrices
|
|
Types of Matrices: Idempotent, nilpotent Hermitian, skew-Hermitian, and unitary matrices and their properties. Elementary row operations, rank, inverse of a matrix using row operations, Echelon forms, normal forms, system of homogeneous and non-homogeneous equations, Cayley Hamilton theorem, eigenvalues and eigenvectors. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading 1. J. P. Tremblay and R. Manohar, Discrete Mathematical Structures with Application to Computer Science, Reprint, India: Tata McGraw Hill Education, 2008. 2. R. P. Grimaldi, Discrete and Combinatorial Mathematics: An Applied Introduction, 5th ed., New Delhi: Pearson, 2014. 3. H. S. Hall, S. A. Knight, Higher Algebra, Culcutta: Sreeedhar Prakashani, 1957. 4. A. Singh, Introduction to Matrix Theory, Switzerland: Springer, 2016. 5. L. E. Dickson, First Course in Theory of Equations, New York: John Wiley & Sons, 1922. 6. S. Narayan and P.K. Mittal, Textbook of Matrices, 10th ed., New Delhi: S Chand and Co., 2004. | |
Evaluation Pattern
| |
MAT111-2 - INTRODUCTION TO PYTHON PROGRAMMING FOR MATHEMATICS (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
Course Description: This course aims at introducing the programming language Python and its uses in solving problems on discrete mathematics and differential equations. Course Objectives: This course will help the learner to COBJ1. gain proficiency in using Python for programming. |
|
Learning Outcome |
|
CO1: On successful completion of the course, the students should be able to acquire proficiency in using different functions of Python to compute solutions of basic mathematical problems. CO2: On successful completion of the course, the students should be able to demonstrate the use of Python to solve differential equations along with visualize the solutions.
CO3: On successful completion of the course, the students should be able to be familiar with manipulating and visualizing data using pandas. |
|
Unit-1 |
Teaching Hours:10 |
Basic of Python
|
|
Installation, IDE, variables, built-in functions, input and output, modules and packages, data types and data structures, use of mathematical operators and mathematical functions, programming structures (conditional structure, the for loop, the while loop, nested statements) | |
Unit-1 |
Teaching Hours:10 |
Basic of Python
|
|
Installation, IDE, variables, built-in functions, input and output, modules and packages, data types and data structures, use of mathematical operators and mathematical functions, programming structures (conditional structure, the for loop, the while loop, nested statements) | |
Unit-1 |
Teaching Hours:10 |
Basic of Python
|
|
Installation, IDE, variables, built-in functions, input and output, modules and packages, data types and data structures, use of mathematical operators and mathematical functions, programming structures (conditional structure, the for loop, the while loop, nested statements) | |
Unit-1 |
Teaching Hours:10 |
Basic of Python
|
|
Installation, IDE, variables, built-in functions, input and output, modules and packages, data types and data structures, use of mathematical operators and mathematical functions, programming structures (conditional structure, the for loop, the while loop, nested statements) | |
Unit-2 |
Teaching Hours:10 |
Symbolic and Numeric Computations
|
|
Use of Sympy package, Symbols, Calculus, Differential Equations, Series expressions, Linear and non-linear equations, List, Tuples and Arrays. | |
Unit-2 |
Teaching Hours:10 |
Symbolic and Numeric Computations
|
|
Use of Sympy package, Symbols, Calculus, Differential Equations, Series expressions, Linear and non-linear equations, List, Tuples and Arrays. | |
Unit-2 |
Teaching Hours:10 |
Symbolic and Numeric Computations
|
|
Use of Sympy package, Symbols, Calculus, Differential Equations, Series expressions, Linear and non-linear equations, List, Tuples and Arrays. | |
Unit-2 |
Teaching Hours:10 |
Symbolic and Numeric Computations
|
|
Use of Sympy package, Symbols, Calculus, Differential Equations, Series expressions, Linear and non-linear equations, List, Tuples and Arrays. | |
Unit-3 |
Teaching Hours:10 |
Data Visualization
|
|
Standard plots (2D, 3D), Scatter plots, Slope fields, Vector fields, Contour plots, stream lines, Manipulating and data visualizing data with Pandas, Mini Project | |
Unit-3 |
Teaching Hours:10 |
Data Visualization
|
|
Standard plots (2D, 3D), Scatter plots, Slope fields, Vector fields, Contour plots, stream lines, Manipulating and data visualizing data with Pandas, Mini Project | |
Unit-3 |
Teaching Hours:10 |
Data Visualization
|
|
Standard plots (2D, 3D), Scatter plots, Slope fields, Vector fields, Contour plots, stream lines, Manipulating and data visualizing data with Pandas, Mini Project | |
Unit-3 |
Teaching Hours:10 |
Data Visualization
|
|
Standard plots (2D, 3D), Scatter plots, Slope fields, Vector fields, Contour plots, stream lines, Manipulating and data visualizing data with Pandas, Mini Project | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern The course is evaluated based on continuous internal assessments (CIA) and the lab e-record. The parameters for evaluation under each component and the mode of assessment are given below. | |
STA121-2 - STATISTICAL METHODS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: This course is designed to teach the basic concepts of random variables, generation functions and an introduction to inferential statistics. It also gives a brief idea about standard probability distributions, sampling and how they are applied in real time situations. Course Objective: Develop an understanding of random variables, probability distributions, and two-dimensional random variables, as well as sampling distributions, inferential statistics. |
|
Learning Outcome |
|
CO1: Demonstrate the random variables and its functions. CO2: Compute the expectations for random variable functions and generating functions. CO3: Demonstrate various discrete and continuous distributions and their usage. CO4: Formulate hypotheses, test using statistics, interpret results with p-values for research question. |
|
Unit-1 |
Teaching Hours:11 |
Random variables
|
|
Definition - Discrete and continuous random variables - Probability Mass function and Probability density function - Distribution function and its properties - Two-dimension random variables: Discrete and continuous type - Joint Density function - Marginal and conditional Probability Mass function and Probability Density function - independence of variables with illustration. | |
Unit-2 |
Teaching Hours:11 |
Mathematical Expectation and Generating functions
|
|
Expectation of single and bivariate random variables and its properties - Conditional expectations - Moments and Cumulants - Moment Generating Function - Cumulant Generating Function and Characteristic Function. | |
Unit-3 |
Teaching Hours:11 |
Discrete Probability distributions
|
|
Discrete distributions: Uniform - Bernoulli - Binomial - Poisson – geometric distributions along with their properties and applications
| |
Unit-4 |
Teaching Hours:12 |
Continuous Probability distribution
|
|
Continuous distributions: Uniform - Normal - Exponential distributions along with their properties and real-life applications. | |
Text Books And Reference Books: Gupta S. C and Kapoor V. K, Fundamentals of Mathematical Statistics, 12th edition, Sultan Chand & Sons, New Delhi, 2020. | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA :50% ESE:50% | |
DSC201-3 - DATABASE MANAGEMENT SYSTEMS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The objective of the course is to present an introduction to database management systems, with an emphasis on how to organize, maintain and retrieve - efficiently, and effectively - information from databases. |
|
Learning Outcome |
|
CO1: To Understand the basic concepts and the applications of database systems CO2: Design database using data models. CO3: Design normalized database applications. CO4: To construct queries using SQL |
|
Unit-1 |
Teaching Hours:9 |
Introduction
|
|
Data, Database, Database management system, Characteristics of the database approach, Role of Database administrators, Role of Database Designers, End Users, Advantages of Using a DBMS and When not to use a DBMS.
| |
Unit-1 |
Teaching Hours:9 |
DBMS Architecture:
|
|
Data Models – Categories of data models, Schemas, Instances, and Database states. DBMS Architecture and Data Independence – The Three schema architecture, Data independence. DBMS Languages and Interfaces. Classifications of Database Management Systems. | |
Unit-1 |
Teaching Hours:9 |
Introduction
|
|
Data, Database, Database management system, Characteristics of the database approach, Role of Database administrators, Role of Database Designers, End Users, Advantages of Using a DBMS and When not to use a DBMS.
| |
Unit-1 |
Teaching Hours:9 |
DBMS Architecture:
|
|
Data Models – Categories of data models, Schemas, Instances, and Database states. DBMS Architecture and Data Independence – The Three schema architecture, Data independence. DBMS Languages and Interfaces. Classifications of Database Management Systems. | |
Unit-2 |
Teaching Hours:9 |
Database Design:
|
|
Functional dependencies and Normalization for Relational Databases – Normalization concepts (1NF, 2NF, 3NF). | |
Unit-2 |
Teaching Hours:9 |
Data Modeling Using Entity-Relationship Model:
|
|
Using High Level Conceptual Data Models for Database Design, Example Database applications. Entity types, Entity Sets, Attributes and Keys. Relationships, Relationship types, Roles and Structural constraints. Weak Entity Types and Drawing E- R Diagrams. | |
Unit-2 |
Teaching Hours:9 |
Database Design:
|
|
Functional dependencies and Normalization for Relational Databases – Normalization concepts (1NF, 2NF, 3NF). | |
Unit-2 |
Teaching Hours:9 |
Data Modeling Using Entity-Relationship Model:
|
|
Using High Level Conceptual Data Models for Database Design, Example Database applications. Entity types, Entity Sets, Attributes and Keys. Relationships, Relationship types, Roles and Structural constraints. Weak Entity Types and Drawing E- R Diagrams. | |
Unit-3 |
Teaching Hours:9 |
SQL:
|
|
Introduction TO SQL, Data Definition Language (DDL), Data Manipulation Language DML, Integrity Constraints, Filtering Data Using Where Clause, SQL Functions and Data types, Group By, Retrieving Data from Multiple Tables using Joins, Sub-Queries, Views.
| |
Unit-3 |
Teaching Hours:9 |
Relational Data Model:
|
|
Relation, Integrity constraints - domain, entity and Referential integrity constraints. | |
Unit-3 |
Teaching Hours:9 |
SQL:
|
|
Introduction TO SQL, Data Definition Language (DDL), Data Manipulation Language DML, Integrity Constraints, Filtering Data Using Where Clause, SQL Functions and Data types, Group By, Retrieving Data from Multiple Tables using Joins, Sub-Queries, Views.
| |
Unit-3 |
Teaching Hours:9 |
Relational Data Model:
|
|
Relation, Integrity constraints - domain, entity and Referential integrity constraints. | |
Unit-4 |
Teaching Hours:9 |
Index Structures for Files:
|
|
Single Level Ordered Indexes – Primary indexes, Clustering indexes and Secondary indexes, Multi-level indexes, Hashing concepts. | |
Unit-4 |
Teaching Hours:9 |
Relational Algebra operations:
|
|
Unary Relational Operations, Binary Relational Operations, Examples of queries in relational algebra. | |
Unit-4 |
Teaching Hours:9 |
Index Structures for Files:
|
|
Single Level Ordered Indexes – Primary indexes, Clustering indexes and Secondary indexes, Multi-level indexes, Hashing concepts. | |
Unit-4 |
Teaching Hours:9 |
Relational Algebra operations:
|
|
Unary Relational Operations, Binary Relational Operations, Examples of queries in relational algebra. | |
Unit-5 |
Teaching Hours:9 |
Transaction Processing Concepts:
|
|
Introduction to transaction processing: Single-User versus Multi-User Systems, Transactions, Database Items, Read and Write Operations, Why Concurrency Control Is Needed, Why Recovery Is Needed. Desirable Properties of Transactions.
| |
Unit-5 |
Teaching Hours:9 |
Distributed Databases:
|
|
Distributed database concepts, Data fragmentation, Replication, and Allocation Techniques for Distributed database design. | |
Unit-5 |
Teaching Hours:9 |
Transaction Processing Concepts:
|
|
Introduction to transaction processing: Single-User versus Multi-User Systems, Transactions, Database Items, Read and Write Operations, Why Concurrency Control Is Needed, Why Recovery Is Needed. Desirable Properties of Transactions.
| |
Unit-5 |
Teaching Hours:9 |
Distributed Databases:
|
|
Distributed database concepts, Data fragmentation, Replication, and Allocation Techniques for Distributed database design. | |
Text Books And Reference Books: [1] Fundamentals of Database Systems, Shamkanth B Navathe, Ramez Elmasri, 7th Edition, Pearson Education, 2017. | |
Essential Reading / Recommended Reading [1] Silberschatz, Korth, Sudarshan, Database System Concepts, 7th Edition, McGraw Hill, 2019. [2] An Introduction to Database Systems, 8e, C J Date, Pearson India, 8th Edition. Page | |
Evaluation Pattern CIA :50% ESE:50% | |
DSC211-3 - DBMS LAB (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
The main objective of this lab is to provide a strong foundation in database concepts, understand and implement the use of Structured Query Language (SQL). |
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Learning Outcome |
|
CO1: Design and implement a database schema for a given problem-domain using
SQL-DDL commands. CO2: Populate and query a database using SQL (DML/DCL) commands. CO3: Declare and enforce integrity constraints on a database using a state-of-the-art
RDBMS. |
|
Unit-1 |
Teaching Hours:30 |
Lab Exercises
|
|
1. Introduction to SQL 2. Data Definition Language (DDL) 3. Integrity Constraints 4. Data Manipulation Language DML 5. Filtering Data Using Where Clause 6. SQL Functions and Data types 7. Group By Clause 8. Retrieving Data from Multiple Tables using Joins 9. Sub-Queries 10. Views 11. Data Control Language (DCL) 12. Transaction Control Language(TCL) | |
Unit-1 |
Teaching Hours:30 |
Lab Exercises
|
|
1. Introduction to SQL 2. Data Definition Language (DDL) 3. Integrity Constraints 4. Data Manipulation Language DML 5. Filtering Data Using Where Clause 6. SQL Functions and Data types 7. Group By Clause 8. Retrieving Data from Multiple Tables using Joins 9. Sub-Queries 10. Views 11. Data Control Language (DCL) 12. Transaction Control Language(TCL) | |
Text Books And Reference Books: [1] SQL For Beginners: SQL Made Easy; A Step-By-Step Guide to SQL Programming for the Beginner, Intermediate and Advanced User, Paperback – 26 September 2019 | |
Essential Reading / Recommended Reading [1] Learning SQL: Generate, Manipulate, and Retrieve Data, Third Edition (Greyscale Indian Edition) Paperback – 24 July 2020 | |
Evaluation Pattern CIA :50% ESE:50% | |
DSC261-3 - DATA VISUALIZATION (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The course explores the principles and practices of data visualization. Students will learn how to create effective visualizations that communicate insights from data clearly and accurately. The course covers both theoretical concepts and hands-on experience with data visualization tools. |
|
Learning Outcome |
|
CO1: Understand the principles and importance of data visualization CO2: Analyze appropriate visual encodings for different types of data. CO3: Create dashboards using data visualization tools that engage and inform users. |
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Unit-1 |
Teaching Hours:9 |
Data Types and Visualization Types:
|
|
Types of data (categorical, numerical, time-series), Basic visualization types (bar charts, line charts, scatter plots) | |
Unit-1 |
Teaching Hours:9 |
Design Principles for Data Visualization:
|
|
Principles of visual perception, Color theory and usage in visualizations, Layout and composition | |
Unit-1 |
Teaching Hours:9 |
Introduction to Data Visualization:
|
|
Importance of data visualization, Goals of data visualization, Overview of popular visualization tools | |
Unit-1 |
Teaching Hours:9 |
Data Types and Visualization Types:
|
|
Types of data (categorical, numerical, time-series), Basic visualization types (bar charts, line charts, scatter plots) | |
Unit-1 |
Teaching Hours:9 |
Design Principles for Data Visualization:
|
|
Principles of visual perception, Color theory and usage in visualizations, Layout and composition | |
Unit-1 |
Teaching Hours:9 |
Introduction to Data Visualization:
|
|
Importance of data visualization, Goals of data visualization, Overview of popular visualization tools | |
Unit-2 |
Teaching Hours:9 |
Case Study:
|
|
(Minard’s Map, Broadstreet Cholera Map, Interactive Government Budget, US Population study, Film Dialogue, Selfie City) | |
Unit-2 |
Teaching Hours:9 |
Data Visualization Best Practices
|
|
Data Science overview, Data Visualization, modeling, data preparation, communication, and presentation. Descriptive, predictive, and prescriptive analytics. Techniques for making Data Visualization useful and beautiful. | |
Unit-2 |
Teaching Hours:9 |
Case Study:
|
|
(Minard’s Map, Broadstreet Cholera Map, Interactive Government Budget, US Population study, Film Dialogue, Selfie City) | |
Unit-2 |
Teaching Hours:9 |
Data Visualization Best Practices
|
|
Data Science overview, Data Visualization, modeling, data preparation, communication, and presentation. Descriptive, predictive, and prescriptive analytics. Techniques for making Data Visualization useful and beautiful. | |
Unit-3 |
Teaching Hours:9 |
Tools for Data Visualization:
|
|
Introduction to popular data visualization tools (e.g., Tableau, Power BI, ggplot2) Hands-on experience with one or more tools. | |
Unit-3 |
Teaching Hours:9 |
Exploratory Data Analysis:
|
|
Techniques for exploring and understanding data Creating exploratory visualizations | |
Unit-3 |
Teaching Hours:9 |
Interactive Visualizations
|
|
Adding interactivity to visualizations Best practices for designing interactive visualizations. | |
Unit-3 |
Teaching Hours:9 |
Tools for Data Visualization:
|
|
Introduction to popular data visualization tools (e.g., Tableau, Power BI, ggplot2) Hands-on experience with one or more tools. | |
Unit-3 |
Teaching Hours:9 |
Exploratory Data Analysis:
|
|
Techniques for exploring and understanding data Creating exploratory visualizations | |
Unit-3 |
Teaching Hours:9 |
Interactive Visualizations
|
|
Adding interactivity to visualizations Best practices for designing interactive visualizations. | |
Unit-4 |
Teaching Hours:9 |
Storytelling with Data
|
|
Using data visualizations to tell a story. Designing visual narratives | |
Unit-4 |
Teaching Hours:9 |
Dashboards
|
|
Designing and creating dashboards for data analysis Effective dashboard layout and design principles. Static view of various aspects of the data, or a fully interactive environment (dynamically filter, drill down, and interact with the data visualizations) | |
Unit-4 |
Teaching Hours:9 |
Storytelling with Data
|
|
Using data visualizations to tell a story. Designing visual narratives | |
Unit-4 |
Teaching Hours:9 |
Dashboards
|
|
Designing and creating dashboards for data analysis Effective dashboard layout and design principles. Static view of various aspects of the data, or a fully interactive environment (dynamically filter, drill down, and interact with the data visualizations) | |
Unit-5 |
Teaching Hours:9 |
Project
|
|
Design and implementation of a data visualization project | |
Unit-5 |
Teaching Hours:9 |
Advanced Visualization Techniques
|
|
3D and immersive visualizations, visualizing geospatial data, Visualizing temporal data. | |
Unit-5 |
Teaching Hours:9 |
Ethical Considerations in Data Visualization
|
|
Misleading visualizations and how to avoid them, Ensuring privacy and security in data visualizations | |
Unit-5 |
Teaching Hours:9 |
Project
|
|
Design and implementation of a data visualization project | |
Unit-5 |
Teaching Hours:9 |
Advanced Visualization Techniques
|
|
3D and immersive visualizations, visualizing geospatial data, Visualizing temporal data. | |
Unit-5 |
Teaching Hours:9 |
Ethical Considerations in Data Visualization
|
|
Misleading visualizations and how to avoid them, Ensuring privacy and security in data visualizations | |
Text Books And Reference Books: 1. Milligan, Joshua N. Learning Tableau 10. Packt Publishing Ltd, 2019. 2. Sleeper, Ryan. Practical Tableau: 100 tips, tutorials, and strategies from a Tableau Zen master. " O'Reilly Media, Inc.", 2018. 3. "Data Visualization: A Practical Introduction" by Kieran Healy | |
Essential Reading / Recommended Reading 1. Few, Stephen. "Information dashboard design." S. Few (2003). 2. Knaflic, Cole Nussbaumer. Storytelling with Data: Let's Practice!. John Wiley & Sons, 2019. 3. Ware, Colin. Visual thinking for design. Elsevier, 2010. | |
Evaluation Pattern
| |
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 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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-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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| ||||||||||||||||||||||
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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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.
| ||||||||||||||||||||||
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 |
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.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
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 |
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 |
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 |
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 |
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 |
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 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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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 | |||||||||||||||||||||||||||||||||||||||||
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 |
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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 |
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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
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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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 | |||||||||||||||||||||||||||||||||||||||||
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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KAN181-3 - FOUNDATION KANNADA (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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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
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1. Tili Kannada- K.S. Madhusudana & H.N. Muralidhara | |
Evaluation Pattern Class Test Oral test ESE | |
KAN281-3 - KANNADA (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Kannada is offered to students of III Semester BA/B.Sc. Courses, as a second language for fifty marks. The students of this semester will study a Play belong to modern fictions and non fictions. The syllabus will help them to learn and write essay writings. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills. |
|
Learning Outcome |
|
CO1: Expose learners to the modern writings. CO2: Able to understand the literary genre
CO3: Able to develop their critical and analytical thinking
CO4: Enable them in creative writings.
CO5: Able to write essay writings
|
|
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Text Books And Reference Books: 1. 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. 2. Adhunika Kannada Nataka- K. Marulasiddappa 3.Samagra Kannada Sahitya Charithre | |
Essential Reading / Recommended Reading 1. Doni saagali Munde Hogali- Kuvempu 2. Ooru Keeri- Siddalingaiah | |
Evaluation Pattern Writtren Test Wikipedia article creation | |
KOR281-3 - KOREAN (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description: Basic Korean Level 1 is for Non-Native speakers to learn basic Korean language and to develop their knowledge as well as their communicative skills so as to be able to respond in simple every day contexts. Course Objective: ▪ Module I presents 5 lessons on the Korean writing system. ▪ Module II provides 4 lessons, each containing two conversation tasks, vocabulary and expressions, grammar and speaking, tasks and practices, ▪ Korean culture is introduced. |
|
Learning Outcome |
|
CO1-5: Course outcomes: The purpose of any language is to equip the learner with the four essential skills i.e., LSRW. In keeping with the same, the course outcomes in the second year, Basic Korean Language course have been formulated as follows. At the end of basic level 1 , the student would be able to - - listen, understand and respond to short recordings about everyday life. - be familiar with the socio-cultural aspects of the language. - remember and apply basic rules of grammar. - write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. - speak about oneself/ others / the immediate environment / engage in simple conversation. |
|
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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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
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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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
|
|
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
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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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
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Text Books And Reference Books: Textbook: Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |
Essential Reading / Recommended Reading Reference books: 1. Grammar and vocabulary supplementary book 2. Korean Culture 77. | |
Evaluation Pattern Question Paper Pattern ▪ Section A - Test of linguistic ability through grammar components – 10 marks ▪ Section B - Test of translating abilities and comprehension, short answers – 20 marks ▪ Section C - Test of writing skills / Dialogue and Essay writing – 20 mark | |
MAT162-3 - INTRODUCTION TO MATHEMATICAL MODELLING (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
|
This course is concerned with the fundamentals of mathematical modeling. It deals with finding solution to real world problems by transforming into mathematical models using differential equations. The coverage includes mathematical modeling through first order, second order and system of ordinary differential equations. |
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Learning Outcome |
|
CO1: apply differential equations in other branches of sciences, commerce, medicine and others. CO2: understand the formulation of some classical mathematical models.
CO3: demonstrate competence with a wide variety of mathematical tools and techniques. CO4: build mathematical models of real-world problems.
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|
Unit-1 |
Teaching Hours:10 |
Introduction
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Introduction, classification of mathematical models: linear and nonlinear, deterministic and stochastic, discrete and continuous, static and dynamic models, Formulation of mathematical models with illustrations. | |
Unit-1 |
Teaching Hours:10 |
Introduction
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|
Introduction, classification of mathematical models: linear and nonlinear, deterministic and stochastic, discrete and continuous, static and dynamic models, Formulation of mathematical models with illustrations. | |
Unit-1 |
Teaching Hours:10 |
Introduction
|
|
Introduction, classification of mathematical models: linear and nonlinear, deterministic and stochastic, discrete and continuous, static and dynamic models, Formulation of mathematical models with illustrations. | |
Unit-1 |
Teaching Hours:10 |
Introduction
|
|
Introduction, classification of mathematical models: linear and nonlinear, deterministic and stochastic, discrete and continuous, static and dynamic models, Formulation of mathematical models with illustrations. | |
Unit-2 |
Teaching Hours:20 |
Mathematical Models
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Population dynamics, carbon dating, Newton’s law of cooling, epidemics, economics, medicine, mixture problems, electric circuit problems, Continuous compounding of interest. Mathematical modelling using matrices and system of linear equations. | |
Unit-2 |
Teaching Hours:20 |
Mathematical Models
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|
Population dynamics, carbon dating, Newton’s law of cooling, epidemics, economics, medicine, mixture problems, electric circuit problems, Continuous compounding of interest. Mathematical modelling using matrices and system of linear equations. | |
Unit-2 |
Teaching Hours:20 |
Mathematical Models
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|
Population dynamics, carbon dating, Newton’s law of cooling, epidemics, economics, medicine, mixture problems, electric circuit problems, Continuous compounding of interest. Mathematical modelling using matrices and system of linear equations. | |
Unit-2 |
Teaching Hours:20 |
Mathematical Models
|
|
Population dynamics, carbon dating, Newton’s law of cooling, epidemics, economics, medicine, mixture problems, electric circuit problems, Continuous compounding of interest. Mathematical modelling using matrices and system of linear equations. | |
Unit-3 |
Teaching Hours:15 |
Case Studies
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Case studies on mathematical modelling. | |
Unit-3 |
Teaching Hours:15 |
Case Studies
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Case studies on mathematical modelling. | |
Unit-3 |
Teaching Hours:15 |
Case Studies
|
|
Case studies on mathematical modelling. | |
Unit-3 |
Teaching Hours:15 |
Case Studies
|
|
Case studies on mathematical modelling. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern 100% CIA | |
MAT201-3 - REAL ANALYSIS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course enables the students to understand the basic techniques and theories of real Analysis. Course Objectives: This course will help the learner to COBJ 1. examine the convergence or divergence of sequences and series. COBJ 2. understand the different types of convergence and their properties. COBJ 3. identify the region of convergence of a power series. |
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Learning Outcome |
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CO1: understand the concepts of limits, infimum, supremum, and boundedness of sequences. CO2: distinguish between different types of convergence of sequence and series. CO3: examine the convergence of sequences and series using various tests. CO4: identify the region of convergence of series. |
|
Unit-1 |
Teaching Hours:2 |
Sets and Sequences
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Open sets, closed sets, closure of a set, countable and uncountable sets, topology of real line. Sequences: Definition of Sequences, limit of a sequence, algebra of limits of a sequence, convergent, divergent, and oscillatory sequences, problems thereon. Bounded sequences, Monotonic sequences and their properties, Cauchy sequence. | |
Unit-1 |
Teaching Hours:2 |
Sets and Sequences
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Open sets, closed sets, closure of a set, countable and uncountable sets, topology of real line. Sequences: Definition of Sequences, limit of a sequence, algebra of limits of a sequence, convergent, divergent, and oscillatory sequences, problems thereon. Bounded sequences, Monotonic sequences and their properties, Cauchy sequence. | |
Unit-1 |
Teaching Hours:2 |
Sets and Sequences
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|
Open sets, closed sets, closure of a set, countable and uncountable sets, topology of real line. Sequences: Definition of Sequences, limit of a sequence, algebra of limits of a sequence, convergent, divergent, and oscillatory sequences, problems thereon. Bounded sequences, Monotonic sequences and their properties, Cauchy sequence. | |
Unit-1 |
Teaching Hours:2 |
Sets and Sequences
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|
Open sets, closed sets, closure of a set, countable and uncountable sets, topology of real line. Sequences: Definition of Sequences, limit of a sequence, algebra of limits of a sequence, convergent, divergent, and oscillatory sequences, problems thereon. Bounded sequences, Monotonic sequences and their properties, Cauchy sequence. | |
Unit-2 |
Teaching Hours:20 |
Infinite Series
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Infinite series, Cauchy convergence criterion for series, geometric series, comparison test, convergence of p-series, D'Alembert's Ratio test, Raabe's test, Cauchy's Root test, alternating series, Leibnitz’s test. Definition and examples of absolute and conditional convergence. | |
Unit-2 |
Teaching Hours:20 |
Infinite Series
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|
Infinite series, Cauchy convergence criterion for series, geometric series, comparison test, convergence of p-series, D'Alembert's Ratio test, Raabe's test, Cauchy's Root test, alternating series, Leibnitz’s test. Definition and examples of absolute and conditional convergence. | |
Unit-2 |
Teaching Hours:20 |
Infinite Series
|
|
Infinite series, Cauchy convergence criterion for series, geometric series, comparison test, convergence of p-series, D'Alembert's Ratio test, Raabe's test, Cauchy's Root test, alternating series, Leibnitz’s test. Definition and examples of absolute and conditional convergence. | |
Unit-2 |
Teaching Hours:20 |
Infinite Series
|
|
Infinite series, Cauchy convergence criterion for series, geometric series, comparison test, convergence of p-series, D'Alembert's Ratio test, Raabe's test, Cauchy's Root test, alternating series, Leibnitz’s test. Definition and examples of absolute and conditional convergence. | |
Unit-3 |
Teaching Hours:20 |
Sequence and Series of Functions
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|
Sequences and series of functions, Pointwise and uniform convergence. Mn - test, M-test, Statements of the results about uniform convergence. Power series and radius of convergence. | |
Unit-3 |
Teaching Hours:20 |
Sequence and Series of Functions
|
|
Sequences and series of functions, Pointwise and uniform convergence. Mn - test, M-test, Statements of the results about uniform convergence. Power series and radius of convergence. | |
Unit-3 |
Teaching Hours:20 |
Sequence and Series of Functions
|
|
Sequences and series of functions, Pointwise and uniform convergence. Mn - test, M-test, Statements of the results about uniform convergence. Power series and radius of convergence. | |
Unit-3 |
Teaching Hours:20 |
Sequence and Series of Functions
|
|
Sequences and series of functions, Pointwise and uniform convergence. Mn - test, M-test, Statements of the results about uniform convergence. Power series and radius of convergence. | |
Text Books And Reference Books: S.C. Malik and Savita Arora, Mathematical Analysis, Second Edition, New Delhi, India: New Age international (P) Ltd., 2005. | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
| |
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. |
|
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
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
|
|
1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
| |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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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
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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
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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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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,
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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,
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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-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
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|
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 |
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CO1: Student will be able to talk casually about topics of current public and personal
events. CO2: Students in the Spanish program develop in-depth content knowledge about Hispanic
cultures. CO3: Student will be able to understand most speech on familiar topics
Student can read and understand written texts in areas of the their special interest. CO4: Student will able to recognize the value of Spanish language learning and Hispanidad
cultures through participation in a variety of activities. |
|
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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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
|
|
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
|
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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
|
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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-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 | |
STA221-3 - INFERENTIAL STATISTICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course is designed to introduce the concepts of estimation and testing of hypotheses. This course also deals with the concept of parametric tests for large and small samples. It also provides knowledge about non-parametric tests and its applications. This course will enable students to understand the concept of estimation, test of hypothesis and to apply appropriate estimation technique and test of hypothesis. |
|
Learning Outcome |
|
CO1: Demonstrate sampling techniques, sampling distribution, and characteristics of estimators. CO2: Demonstrate statistical hypothesis testing principles, differentiate between types of
errors, and conduct tests of significance for proportions and means in large samples CO3: Apply Student's t-distribution, t-tests for single and difference of means, paired t-test,
F-distribution, and conduct Analysis of Variance for one-way classification. CO4: Apply Chi-Square distribution for Goodness of Fit and Independence tests, demonstrate non-parametric tests, and compare their advantages and disadvantages with parametric tests. |
|
Unit-1 |
Teaching Hours:15 |
Theory of Estimation
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|
Population and Sample - Types of sampling: Simple Random Sample, Stratified Sampling – Errors in Sampling - Parameter and Statistics – Sampling Distribution for a Statistics – Standard Error – Characteristics of Estimators: Unbiasedness, Consistency, Efficiency, Sufficiency – Factorization Theorem (Statement and Application) – Cramer-Rao Inequality (Statement and Application) – Methods of Estimation: Maximum Likelihood Estimation and its properties. | |
Unit-2 |
Teaching Hours:10 |
Testing of Hypotheses - I
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|
Statistical Hypothesis – Null and Alternative hypothesis – Simple and Composite hypothesis – Types of Errors - Critical Region and Level of Significance – One-tailed and two tailed tests – Procedure for testing of hypothesis – Tests of significance for Large Samples: Test of significance of single proportion and difference of proportion, Test of significance of single mean and difference of two means. | |
Unit-3 |
Teaching Hours:10 |
Testing of Hypotheses - II
|
|
Students t distribution (definition) – t-test for Single Mean – t-test for Difference of Means – Paired t-test for Difference of Means – F distribution (definition) – F-test for equality of two Population variances – Analysis of Variance (One way classification). | |
Unit-4 |
Teaching Hours:10 |
Testing of Hypotheses - III
|
|
Chi-Square distribution (definition) – Applications of Chi-Square distribution: Goodness of Fit test, Test of Independence of Attributes - Non-parametric tests - their advantages and disadvantages, comparison with parametric tests - One sample runs test, Wilcoxon-signed rank tests (single and paired samples). Two independent sample tests: Median test, Wilcoxon–Mann-Whitney U test. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
| |
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 |
|
Learning Outcome |
|
CO1: Understand and Appreciate the Tamil language & patriotism CO2: Gain knowledge of the king sacrifies his life towards Tamil litreture. Understand about
nature of the king Nandhivarman. CO3: Gain the knowledge about how to write an essay on General topics. CO4: Use digital tools and resources to enhance Tamil language learning, including online
dictionaries, language learning apps, and multimedia resources. |
|
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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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.
|
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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.
|
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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.
|
|
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-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.
|
|
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-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-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-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Text Books And Reference Books: 1. Bharathidasan kivithaigal –As mentioned in the syllabus. NCBH ,Chennai. | |
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 | |
DSC301-4 - MACHINE LEARNING (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The main objective of this course is to impart fundamental knowledge and practical experience about Machine Learning. It also introduces the concepts and algorithms towards the developing Machine Learning models. |
|
Learning Outcome |
|
CO1: Understand the fundamentals of Machine Learning and fundamentals of models. CO2: Understand the principles of modeling and Feature Engineering. CO3: Learn and apply various probability techniques for Machine Learning. CO4: Develop Machine Learning Models. |
|
Unit-1 |
Teaching Hours:9 |
Introduction to Machine Learning
|
|
Human learning and it’s types - Machine learning and it’s types - Well-posed learning problem - Applications of machine learning - Issues in machine learning. | |
Unit-1 |
Teaching Hours:9 |
Preparing to model
|
|
Basic data types - Exploring numerical data - Exploring categorical data - Exploring relationship between variables - Data issues and remediation - Data pre-processing | |
Unit-1 |
Teaching Hours:9 |
Introduction to Machine Learning
|
|
Human learning and it’s types - Machine learning and it’s types - Well-posed learning problem - Applications of machine learning - Issues in machine learning. | |
Unit-1 |
Teaching Hours:9 |
Preparing to model
|
|
Basic data types - Exploring numerical data - Exploring categorical data - Exploring relationship between variables - Data issues and remediation - Data pre-processing | |
Unit-2 |
Teaching Hours:9 |
Modelling and Evaluation
|
|
Selecting a model - Training model – holdout, k-fold cross-validation, bootstrap sampling - Model representation and interpretability – under-fitting, over-fitting, biasvariance tradeoff - Model performance evaluation – Classification, Regression, Clustering - Performance improvement. | |
Unit-2 |
Teaching Hours:9 |
Feature engineering
|
|
Feature construction - Feature extraction - Feature subset selection. | |
Unit-2 |
Teaching Hours:9 |
Modelling and Evaluation
|
|
Selecting a model - Training model – holdout, k-fold cross-validation, bootstrap sampling - Model representation and interpretability – under-fitting, over-fitting, biasvariance tradeoff - Model performance evaluation – Classification, Regression, Clustering - Performance improvement. | |
Unit-2 |
Teaching Hours:9 |
Feature engineering
|
|
Feature construction - Feature extraction - Feature subset selection. | |
Unit-3 |
Teaching Hours:9 |
Bayesian Concept Learning
|
|
Bayes theorem – prior and posterior probability, likelihood - Concept learning - Bayesian Belief Network | |
Unit-3 |
Teaching Hours:9 |
Brief Review of Probability
|
|
Basic concept of probability, random variables; discrete distributions – Binomial, Poisson, Bernoulli, etc. - Continuous distribution – Uniform, Normal, Laplace - Central theorem - Monte Carlo approximation. | |
Unit-3 |
Teaching Hours:9 |
Bayesian Concept Learning
|
|
Bayes theorem – prior and posterior probability, likelihood - Concept learning - Bayesian Belief Network | |
Unit-3 |
Teaching Hours:9 |
Brief Review of Probability
|
|
Basic concept of probability, random variables; discrete distributions – Binomial, Poisson, Bernoulli, etc. - Continuous distribution – Uniform, Normal, Laplace - Central theorem - Monte Carlo approximation. | |
Unit-4 |
Teaching Hours:9 |
Unsupervised learning
|
|
Basics of unsupervised learning - Clustering techniques - Association rules | |
Unit-4 |
Teaching Hours:9 |
Supervised learning ? Classification
|
|
Basics of supervised learning – Classification - K-Nearestneighbour - Decision tree - Random forest - Support Vector Machine. Supervised learning – Regression: Simple linear regression - Other regression techniques. | |
Unit-4 |
Teaching Hours:9 |
Unsupervised learning
|
|
Basics of unsupervised learning - Clustering techniques - Association rules | |
Unit-4 |
Teaching Hours:9 |
Supervised learning ? Classification
|
|
Basics of supervised learning – Classification - K-Nearestneighbour - Decision tree - Random forest - Support Vector Machine. Supervised learning – Regression: Simple linear regression - Other regression techniques. | |
Unit-5 |
Teaching Hours:9 |
Other types of learning
|
|
Representation learning - Active learning - Instance-based learning - Association rule learning - Ensemble learning – Regularization | |
Unit-5 |
Teaching Hours:9 |
Basics of Neural Network
|
|
Understanding biological neuron and artificial neuron; types of activation functions; early implementations – McCulloch Pitt’s Rosenblatt’s Perceptron, ADALINE - Architectures of Neural Network - Learning process in ANN - Backpropagation. | |
Unit-5 |
Teaching Hours:9 |
Other types of learning
|
|
Representation learning - Active learning - Instance-based learning - Association rule learning - Ensemble learning – Regularization | |
Unit-5 |
Teaching Hours:9 |
Basics of Neural Network
|
|
Understanding biological neuron and artificial neuron; types of activation functions; early implementations – McCulloch Pitt’s Rosenblatt’s Perceptron, ADALINE - Architectures of Neural Network - Learning process in ANN - Backpropagation. | |
Text Books And Reference Books: [1] Saikat Dutt, Subramanian Chandramouli, Amit Kumar Dos, “Machine Learning”, 9th Impression, Pearson, 2022 | |
Essential Reading / Recommended Reading Recommended Reading [1] Andreas . C. Müller and S. Guido, "Introduction to Machine Learning with Python," O'Reilly, 2017 [2] Amanda . Casari and Alice . Zheng, "Feature Engineering for Machine Learning," O'Reilly, Media, Inc., 2018 [3] A. Géron, "Hands-on Machine Learning with Scikit-Learn, Keras, and TensorFlow," O'Reilly Media, Inc., 2022. | |
Evaluation Pattern
| |
DSC302-4 - WEB TECHNOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course is designed to introduce the students to web technologies in Hyper Text Mark-up Language, Cascade Style Sheet, JavaScript and Python for interactive web applications that use rich user interfaces and also understand the server-side web technologies for creating dynamic web applications. Students will learn the concepts of web site planning and hosting. This course will help them to create an interactive website with great look and functionality. |
|
Learning Outcome |
|
CO1: Understand the World Wide Web and associated technologies.
CO2: Apply web development techniques for designing web pages. CO3: Apply JavaScript for Client Side Scripting CO4: Design an interactive website with web tools and scripting methods |
|
Unit-1 |
Teaching Hours:6 |
Introduction to Web Technologies
|
|
Understanding the basics of web development and technologies, Introduction to HTML, Basic HTML tags and attributes, Introduction to CSS, Basic CSS syntax and rules, Understanding the Document Object Model (DOM), Basic JavaScript syntax and data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Web Technologies
|
|
Understanding the basics of web development and technologies, Introduction to HTML, Basic HTML tags and attributes, Introduction to CSS, Basic CSS syntax and rules, Understanding the Document Object Model (DOM), Basic JavaScript syntax and data types | |
Unit-2 |
Teaching Hours:6 |
HTML and CSS
|
|
HTML and CSS concepts, Semantic HTML tags, Responsive design using CSS media queries, CSS preprocessors (SASS, LESS), CSS frameworks (Bootstrap, Foundation, etc.), Browser developer tools, Cross-browser compatibility issues | |
Unit-2 |
Teaching Hours:6 |
HTML and CSS
|
|
HTML and CSS concepts, Semantic HTML tags, Responsive design using CSS media queries, CSS preprocessors (SASS, LESS), CSS frameworks (Bootstrap, Foundation, etc.), Browser developer tools, Cross-browser compatibility issues | |
Unit-3 |
Teaching Hours:6 |
JavaScript
|
|
JavaScript topics, DOM manipulation with JavaScript, Working with APIs and JSON, Introduction to AJAX, JavaScript libraries and frameworks (jQuery, React, Angular) Debugging JavaScript code, ES6+ features. | |
Unit-3 |
Teaching Hours:6 |
JavaScript
|
|
JavaScript topics, DOM manipulation with JavaScript, Working with APIs and JSON, Introduction to AJAX, JavaScript libraries and frameworks (jQuery, React, Angular) Debugging JavaScript code, ES6+ features. | |
Unit-4 |
Teaching Hours:6 |
Back-End using Python
|
|
Setting up a development environment with Python, Basics of Flask or Django popular Python web frameworks, Handling HTTP requests and responses, Working with databases using Python, Creating and rendering templates with Python, Interacting with front-end code using Python | |
Unit-4 |
Teaching Hours:6 |
Back-End using Python
|
|
Setting up a development environment with Python, Basics of Flask or Django popular Python web frameworks, Handling HTTP requests and responses, Working with databases using Python, Creating and rendering templates with Python, Interacting with front-end code using Python | |
Unit-5 |
Teaching Hours:6 |
Web Development with Python
|
|
Advanced web development with Python, Authentication and authorization using Python, Deploying Python web applications to a cloud platform, Monitoring and debugging Python web applications, Database administration, Security best practices, Introduction to WebSockets | |
Unit-5 |
Teaching Hours:6 |
Web Development with Python
|
|
Advanced web development with Python, Authentication and authorization using Python, Deploying Python web applications to a cloud platform, Monitoring and debugging Python web applications, Database administration, Security best practices, Introduction to WebSockets | |
Text Books And Reference Books: [1] "HTML and CSS: Design and Build Websites" by Jon Duckett, Nov 2011 [2] "JavaScript and jQuery: Interactive Front-End Web Development" by Jon Duckett, kindle edition 2019. [3] "Flask Web Development: Developing Web Applications with Python" by Miguel Grinberg, 2019 | |
Essential Reading / Recommended Reading [1] William S. Vincent "Django for Beginners: Build websites with Python and Django", August 2020. [2] David Flanagan, “ The Definitive Guide: Master the World's Most-Used Programming Language”, 7th Edition, O'Reilly, 2020 [3] Julie C Meloni, “HTML, CSS, and JavaScript All in One, Sams Teach Yourself”, 3 rd Edition, Pearsson, 2020 | |
Evaluation Pattern CIA :50% ESE:50% | |
DSC311-4 - MACHINE LEARNING LAB (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
The course introduces practical implementation of fundamental concept and techniques in machine learning. The course aims to familiarize with practical and real time application of data pretreatment, algorithms, and model evaluation. Hence providing ability to identify, apply and evaluate relevant machine learning algorithms for the given problems. |
|
Learning Outcome |
|
CO1: Understand the fundamentals of Machine Learning CO2: Perform preprocessing and feature engineering CO3: Learn and apply various probability techniques for Machine learning CO4: Develop Machine Learning Models |
|
Unit-1 |
Teaching Hours:30 |
Lab Exercises
|
|
1. Working with Libraries, Importing Data from the Dataset 2. Handling numerical and categorical data 3. Exploratory Data Analysis and Data Pre-processing 4. Making Training and Testing models and Cross-validation 5. Feature reduction and Principal Component Analysis 6. Working with Discrete Distribution Functions 7. Developing models for Continuous Distributions 8. Modeling different types of Linear Regression 9. Modeling for Classification 10. Modeling for Clustering 11. Modeling K-Nearest neighbour Algorithm | |
Unit-1 |
Teaching Hours:30 |
Lab Exercises
|
|
1. Working with Libraries, Importing Data from the Dataset 2. Handling numerical and categorical data 3. Exploratory Data Analysis and Data Pre-processing 4. Making Training and Testing models and Cross-validation 5. Feature reduction and Principal Component Analysis 6. Working with Discrete Distribution Functions 7. Developing models for Continuous Distributions 8. Modeling different types of Linear Regression 9. Modeling for Classification 10. Modeling for Clustering 11. Modeling K-Nearest neighbour Algorithm | |
Text Books And Reference Books: [1] Saikat Dutt, Subramanian Chandramouli, Amit Kumar Dos, “Machine Learning”, 9th Impression, Pearson, 2022 | |
Essential Reading / Recommended Reading [1] Andreas . C. Müller and S. Guido, "Introduction to Machine Learning with Python," O'Reilly, 2017 [2] Amanda . Casari and Alice . Zheng, "Feature Engineering for Machine Learning," O'Reilly Media, Inc., 2018, p. 218. [3] A. Géron, "Hands-on Machine Learning with Scikit-Learn, Keras, and TensorFlow," O'Reilly Media, Inc., 2022. | |
Evaluation Pattern
| |
DSC312-4 - WEB TECHNOLOGY LAB (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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This course introduces practical implementation of web technologies in HyperText Mark-up language, Cascade Style Sheet, JavaScript and Python for interactive web applications. This course will help them to create an interactive website with great look and functionality. |
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Learning Outcome |
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CO1: Understand the World Wide Web and associated technologies. CO2: Apply web development techniques for designing web pages. CO3: Apply JavaScript for Client Side Scripting CO4: Design an interactive website with web tools and scripting method |
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Unit-1 |
Teaching Hours:60 |
Exercises
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1. Design of a Static Website with Head and Body Tags 2. Exploring Tags, including Media in HTML Pages 3. Demonstration of HTML Tag Parameters 4. Implementation of Inline CSS and External CSS 5. Styling using a CSS file 6. Using Javascript to Access HTML Elements 7. Using Javascript to Create Animations 8. Using Python for Server Side Scripting 9. Demonstration of Programming Structures in Python 10. Python: Demonstration of GET and POST 11. Setting up MySQL Server for a Domain-Based Problem 12. Login Page Implementation using MySQL 13. CRUD Operations using MySQL 14. Connecting with Firebase Realtime Database 15. Doing CRUD Operations with Firebase Realtime Database | |
Unit-1 |
Teaching Hours:60 |
Exercises
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1. Design of a Static Website with Head and Body Tags 2. Exploring Tags, including Media in HTML Pages 3. Demonstration of HTML Tag Parameters 4. Implementation of Inline CSS and External CSS 5. Styling using a CSS file 6. Using Javascript to Access HTML Elements 7. Using Javascript to Create Animations 8. Using Python for Server Side Scripting 9. Demonstration of Programming Structures in Python 10. Python: Demonstration of GET and POST 11. Setting up MySQL Server for a Domain-Based Problem 12. Login Page Implementation using MySQL 13. CRUD Operations using MySQL 14. Connecting with Firebase Realtime Database 15. Doing CRUD Operations with Firebase Realtime Database | |
Text Books And Reference Books: [1] "HTML and CSS: Design and Build Websites" by Jon Duckett, Nov 2011 [2] "JavaScript and jQuery: Interactive Front-End Web Development" by Jon Duckett, kindle edition 2019. [3] "Flask Web Development: Developing Web Applications with Python" by Miguel Grinberg, 2019 | |
Essential Reading / Recommended Reading [1] William S. Vincent "Django for Beginners: Build websites with Python and Django", August 2020. [2] David Flanagan, “ The Definitive Guide: Master the World's Most-Used Programming Language”, 7th Edition, O'Reilly, 2020 [3] Julie C Meloni, “HTML, CSS, and JavaScript All in One, Sams Teach Yourself”, 3 rd Edition, Pearsson, 2020 | |
Evaluation Pattern CIA :50% ESE:50% | |
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 |
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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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|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
|
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| ||||||||||||||||||||||
Unit-4 |
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Unit 8
|
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Unit-4 |
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|
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Unit-4 |
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|
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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-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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| ||||||||||||||||||||||
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.
| ||||||||||||||||||||||
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 |
|||||||||||||||||||||
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-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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
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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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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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
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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
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Evaluation Pattern
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HIN181-4 - BASIC HINDI (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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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 |
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Learning Outcome |
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CO1: Improve the spoken skill. CO2: Acquire reading and writing skill. |
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Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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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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HIN281-4 - 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 |
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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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
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 |
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FILM APPRECIATION
|
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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
|
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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 | |||||||||||||||||||||||||||||||||||||||||
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 |
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FILM APPRECIATION
|
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Katha Sanchay’ (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Vanijya Hindi – By A V Narti 2 Creative writing – By : John Singleton 3 Adhunik Hindi Nibandh – By: Bhuvaneshwarichandran Saksena 4 Cambridge introduction to – By: Morley, Dav | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-4 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
| |||||||||||||||||||||||||||||||||||||||||
KAN181-4 - FOUNDATION KANNADA (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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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
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1.Muddu Kannada: R. L. Anantharamiah 2.Tili Kannada- K.S. Madhusudana & H.N. Muralidhara 3.Conversational Kannada: N D Krishnamurthy & Dr. U P Upadhyaya | |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments, written exam and Viva-Voce CIA 1: First written test to test their writing ability (Vocabulary) - 20 Marks CIA 2: Second written test to test their writing ability MSE (Sentences) – 50 Marks CIA 3: Oral test to test their listening and speaking ability. (Skit based activity)- 20 Marks Attendance- 05 ESE: End Semester Examination – 50 Marks | |
KAN281-4 - KANNADA (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Kannada is offered to students of IV Semester BA, BSC Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Play, modern fictions and Formal Letters. The syllabus will help them to learn and write a different forms of Formal letters. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
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|
Learning Outcome |
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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
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|
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
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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
| |
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. |
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Unit-1 |
Teaching Hours:5 |
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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) | |||
MAT301-4 - ABSTRACT ALGEBRA (2023 Batch) | |||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||
Max Marks:100 |
Credits:4 |
||
Course Objectives/Course Description |
|||
Course Description: This course aims at developing the ability to write the mathematical proofs. It helps the students to understand and appreciate the beauty of the abstract nature of mathematics and also to develop a solid foundation of theoretical mathematics. Course Objectives: This course will help the students to COBJ1. understand the fundamentals of groups and its theories. |
|||
Learning Outcome |
|||
CO1: On successful completion of the course, the students should be able to identify the different structures and understand how changing properties give rise to new structures. CO2: On successful completion of the course, the students should be able to describe groups, subgroups, cosets, factor groups and group homomorphisms. CO3: On successful completion of the course, the students should be able to demonstrate the knowledge of rings and fields. CO4: On successful completion of the course, the students should be able to apply the concepts of groups, rings and fields.
|
|||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||
Groups, Subgroups and Cosets
|
|||||||||||||||||||||||||||||||||
Groups, Subgroups, Cyclic groups, Subgroups of Cyclic groups, Permutation groups, Isomorphism, Cayley’s Theorem, Cosets, Lagrange’s Theorem. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||
Groups, Subgroups and Cosets
|
|||||||||||||||||||||||||||||||||
Groups, Subgroups, Cyclic groups, Subgroups of Cyclic groups, Permutation groups, Isomorphism, Cayley’s Theorem, Cosets, Lagrange’s Theorem. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||
Groups, Subgroups and Cosets
|
|||||||||||||||||||||||||||||||||
Groups, Subgroups, Cyclic groups, Subgroups of Cyclic groups, Permutation groups, Isomorphism, Cayley’s Theorem, Cosets, Lagrange’s Theorem. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||
Groups, Subgroups and Cosets
|
|||||||||||||||||||||||||||||||||
Groups, Subgroups, Cyclic groups, Subgroups of Cyclic groups, Permutation groups, Isomorphism, Cayley’s Theorem, Cosets, Lagrange’s Theorem. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||
Groups, Subgroups and Cosets
|
|||||||||||||||||||||||||||||||||
Groups, Subgroups, Cyclic groups, Subgroups of Cyclic groups, Permutation groups, Isomorphism, Cayley’s Theorem, Cosets, Lagrange’s Theorem. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||
Groups, Subgroups and Cosets
|
|||||||||||||||||||||||||||||||||
Groups, Subgroups, Cyclic groups, Subgroups of Cyclic groups, Permutation groups, Isomorphism, Cayley’s Theorem, Cosets, Lagrange’s Theorem. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||
Normal Subgroups and Group Homomorphisms
|
|||||||||||||||||||||||||||||||||
Normal Subgroups, Factor Groups, Applications of Factor Groups, Internal Direct Products, Group Homomorphisms, Properties of Homomorphisms, The First Isomorphism Theorem, Fundamental Theorem of Finite Abelian Groups, The Fundamental Theorem, The Isomorphism Classes of Abelian Groups, Proof of the Fundamental Theorem. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||
Normal Subgroups and Group Homomorphisms
|
|||||||||||||||||||||||||||||||||
Normal Subgroups, Factor Groups, Applications of Factor Groups, Internal Direct Products, Group Homomorphisms, Properties of Homomorphisms, The First Isomorphism Theorem, Fundamental Theorem of Finite Abelian Groups, The Fundamental Theorem, The Isomorphism Classes of Abelian Groups, Proof of the Fundamental Theorem. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||
Normal Subgroups and Group Homomorphisms
|
|||||||||||||||||||||||||||||||||
Normal Subgroups, Factor Groups, Applications of Factor Groups, Internal Direct Products, Group Homomorphisms, Properties of Homomorphisms, The First Isomorphism Theorem, Fundamental Theorem of Finite Abelian Groups, The Fundamental Theorem, The Isomorphism Classes of Abelian Groups, Proof of the Fundamental Theorem. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||
Normal Subgroups and Group Homomorphisms
|
|||||||||||||||||||||||||||||||||
Normal Subgroups, Factor Groups, Applications of Factor Groups, Internal Direct Products, Group Homomorphisms, Properties of Homomorphisms, The First Isomorphism Theorem, Fundamental Theorem of Finite Abelian Groups, The Fundamental Theorem, The Isomorphism Classes of Abelian Groups, Proof of the Fundamental Theorem. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||
Normal Subgroups and Group Homomorphisms
|
|||||||||||||||||||||||||||||||||
Normal Subgroups, Factor Groups, Applications of Factor Groups, Internal Direct Products, Group Homomorphisms, Properties of Homomorphisms, The First Isomorphism Theorem, Fundamental Theorem of Finite Abelian Groups, The Fundamental Theorem, The Isomorphism Classes of Abelian Groups, Proof of the Fundamental Theorem. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||
Normal Subgroups and Group Homomorphisms
|
|||||||||||||||||||||||||||||||||
Normal Subgroups, Factor Groups, Applications of Factor Groups, Internal Direct Products, Group Homomorphisms, Properties of Homomorphisms, The First Isomorphism Theorem, Fundamental Theorem of Finite Abelian Groups, The Fundamental Theorem, The Isomorphism Classes of Abelian Groups, Proof of the Fundamental Theorem. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Rings and Fields
|
|||||||||||||||||||||||||||||||||
Introduction to Rings, Properties of Rings, Subrings, Integral Domains, Fields, Characteristic of a Ring, Ideals and Factor Rings, Ideals, Factor Rings, Prime Ideals and Maximal Ideals, Ring Homomorphisms, Properties of Ring Homomorphisms, The Field of Quotients | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Rings and Fields
|
|||||||||||||||||||||||||||||||||
Introduction to Rings, Properties of Rings, Subrings, Integral Domains, Fields, Characteristic of a Ring, Ideals and Factor Rings, Ideals, Factor Rings, Prime Ideals and Maximal Ideals, Ring Homomorphisms, Properties of Ring Homomorphisms, The Field of Quotients | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Rings and Fields
|
|||||||||||||||||||||||||||||||||
Introduction to Rings, Properties of Rings, Subrings, Integral Domains, Fields, Characteristic of a Ring, Ideals and Factor Rings, Ideals, Factor Rings, Prime Ideals and Maximal Ideals, Ring Homomorphisms, Properties of Ring Homomorphisms, The Field of Quotients | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Rings and Fields
|
|||||||||||||||||||||||||||||||||
Introduction to Rings, Properties of Rings, Subrings, Integral Domains, Fields, Characteristic of a Ring, Ideals and Factor Rings, Ideals, Factor Rings, Prime Ideals and Maximal Ideals, Ring Homomorphisms, Properties of Ring Homomorphisms, The Field of Quotients | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Rings and Fields
|
|||||||||||||||||||||||||||||||||
Introduction to Rings, Properties of Rings, Subrings, Integral Domains, Fields, Characteristic of a Ring, Ideals and Factor Rings, Ideals, Factor Rings, Prime Ideals and Maximal Ideals, Ring Homomorphisms, Properties of Ring Homomorphisms, The Field of Quotients | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Rings and Fields
|
|||||||||||||||||||||||||||||||||
Introduction to Rings, Properties of Rings, Subrings, Integral Domains, Fields, Characteristic of a Ring, Ideals and Factor Rings, Ideals, Factor Rings, Prime Ideals and Maximal Ideals, Ring Homomorphisms, Properties of Ring Homomorphisms, The Field of Quotients | |||||||||||||||||||||||||||||||||
Text Books And Reference Books: Joseph A Gallian, Contemporary Abstract Algebra, 4th Ed., Narosa, 2000. | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||
Evaluation Pattern *Tutorial (1 Hr extra / week)
| |||||||||||||||||||||||||||||||||
MAT302-4 - NUMERICAL METHODS (2023 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||
Course Description: To explore complex world problems physicists, engineers, financiers and mathematicians require certain methods. These practical problems can rarely be solved analytically. Their solutions can only be approximated through numerical methods. This course deals with the theory and application of numerical approximation techniques. Course objectives: This course will help the learner to COBJ1. learn about error analysis and solution of nonlinear equations. |
|||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||
CO1: On successful completion of the course, the students should be able to understand floating point numbers and the role of errors and its analysis in numerical methods.
CO2: On successful completion of the course, the students should be able to derive numerical methods for various mathematical operations, including interpolation, differentiation, and integration. CO3: On successful completion of the course, the students should be able to apply numerical methods to obtain approximate solutions to mathematical problems. |
|||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Error analysis, Nonlinear equations, and solution of a system of linear equations
|
|||||||||||||||||||||||||||||||||
Errors and their analysis, Floating point representation of numbers, solution of algebraic and Transcendental Equations: Bisection method, fixed point Iteration method, the method of False Position, Newton Raphson method and Mullers method. Solution of linear systems, matrix inversion method, Gauss elimination method, Gauss-Seidel and Gauss-Jacobi iterative methods, modification of the Gauss method to compute the inverse, LU decomposition method – Crout’s method. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Error analysis, Nonlinear equations, and solution of a system of linear equations
|
|||||||||||||||||||||||||||||||||
Errors and their analysis, Floating point representation of numbers, solution of algebraic and Transcendental Equations: Bisection method, fixed point Iteration method, the method of False Position, Newton Raphson method and Mullers method. Solution of linear systems, matrix inversion method, Gauss elimination method, Gauss-Seidel and Gauss-Jacobi iterative methods, modification of the Gauss method to compute the inverse, LU decomposition method – Crout’s method. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Error analysis, Nonlinear equations, and solution of a system of linear equations
|
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Errors and their analysis, Floating point representation of numbers, solution of algebraic and Transcendental Equations: Bisection method, fixed point Iteration method, the method of False Position, Newton Raphson method and Mullers method. Solution of linear systems, matrix inversion method, Gauss elimination method, Gauss-Seidel and Gauss-Jacobi iterative methods, modification of the Gauss method to compute the inverse, LU decomposition method – Crout’s method. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Error analysis, Nonlinear equations, and solution of a system of linear equations
|
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Errors and their analysis, Floating point representation of numbers, solution of algebraic and Transcendental Equations: Bisection method, fixed point Iteration method, the method of False Position, Newton Raphson method and Mullers method. Solution of linear systems, matrix inversion method, Gauss elimination method, Gauss-Seidel and Gauss-Jacobi iterative methods, modification of the Gauss method to compute the inverse, LU decomposition method – Crout’s method. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Error analysis, Nonlinear equations, and solution of a system of linear equations
|
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Errors and their analysis, Floating point representation of numbers, solution of algebraic and Transcendental Equations: Bisection method, fixed point Iteration method, the method of False Position, Newton Raphson method and Mullers method. Solution of linear systems, matrix inversion method, Gauss elimination method, Gauss-Seidel and Gauss-Jacobi iterative methods, modification of the Gauss method to compute the inverse, LU decomposition method – Crout’s method. | |||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Error analysis, Nonlinear equations, and solution of a system of linear equations
|
|||||||||||||||||||||||||||||||||
Errors and their analysis, Floating point representation of numbers, solution of algebraic and Transcendental Equations: Bisection method, fixed point Iteration method, the method of False Position, Newton Raphson method and Mullers method. Solution of linear systems, matrix inversion method, Gauss elimination method, Gauss-Seidel and Gauss-Jacobi iterative methods, modification of the Gauss method to compute the inverse, LU decomposition method – Crout’s method. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Finite Differences, Interpolation, and Numerical differentiation and Integration
|
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Finite differences: Forward difference, backward difference and shift operators, separation of symbols, Newton’s formulae for interpolation, Lagrange’s interpolation formulae, numerical differentiation. Numerical integration: Quadrature Formulae - Trapezoidal rule, Simpson’s one-third rule, Simpson’s three-eighth rule and Weddle’s rule. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Finite Differences, Interpolation, and Numerical differentiation and Integration
|
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Finite differences: Forward difference, backward difference and shift operators, separation of symbols, Newton’s formulae for interpolation, Lagrange’s interpolation formulae, numerical differentiation. Numerical integration: Quadrature Formulae - Trapezoidal rule, Simpson’s one-third rule, Simpson’s three-eighth rule and Weddle’s rule. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Finite Differences, Interpolation, and Numerical differentiation and Integration
|
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Finite differences: Forward difference, backward difference and shift operators, separation of symbols, Newton’s formulae for interpolation, Lagrange’s interpolation formulae, numerical differentiation. Numerical integration: Quadrature Formulae - Trapezoidal rule, Simpson’s one-third rule, Simpson’s three-eighth rule and Weddle’s rule. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Finite Differences, Interpolation, and Numerical differentiation and Integration
|
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Finite differences: Forward difference, backward difference and shift operators, separation of symbols, Newton’s formulae for interpolation, Lagrange’s interpolation formulae, numerical differentiation. Numerical integration: Quadrature Formulae - Trapezoidal rule, Simpson’s one-third rule, Simpson’s three-eighth rule and Weddle’s rule. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Finite Differences, Interpolation, and Numerical differentiation and Integration
|
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Finite differences: Forward difference, backward difference and shift operators, separation of symbols, Newton’s formulae for interpolation, Lagrange’s interpolation formulae, numerical differentiation. Numerical integration: Quadrature Formulae - Trapezoidal rule, Simpson’s one-third rule, Simpson’s three-eighth rule and Weddle’s rule. | |||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Finite Differences, Interpolation, and Numerical differentiation and Integration
|
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Finite differences: Forward difference, backward difference and shift operators, separation of symbols, Newton’s formulae for interpolation, Lagrange’s interpolation formulae, numerical differentiation. Numerical integration: Quadrature Formulae - Trapezoidal rule, Simpson’s one-third rule, Simpson’s three-eighth rule and Weddle’s rule. | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Numerical Solution of Ordinary Differential Equations
|
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Numerical solution of ordinary differential equations, Taylor’s series, Picard’s method, Euler’s method, modified Euler’s method, Runge-Kutta methods, second order (with proof) and fourth order (without proof). | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Numerical Solution of Ordinary Differential Equations
|
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Numerical solution of ordinary differential equations, Taylor’s series, Picard’s method, Euler’s method, modified Euler’s method, Runge-Kutta methods, second order (with proof) and fourth order (without proof). | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Numerical Solution of Ordinary Differential Equations
|
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Numerical solution of ordinary differential equations, Taylor’s series, Picard’s method, Euler’s method, modified Euler’s method, Runge-Kutta methods, second order (with proof) and fourth order (without proof). | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Numerical Solution of Ordinary Differential Equations
|
|||||||||||||||||||||||||||||||||
Numerical solution of ordinary differential equations, Taylor’s series, Picard’s method, Euler’s method, modified Euler’s method, Runge-Kutta methods, second order (with proof) and fourth order (without proof). | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Numerical Solution of Ordinary Differential Equations
|
|||||||||||||||||||||||||||||||||
Numerical solution of ordinary differential equations, Taylor’s series, Picard’s method, Euler’s method, modified Euler’s method, Runge-Kutta methods, second order (with proof) and fourth order (without proof). | |||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||
Numerical Solution of Ordinary Differential Equations
|
|||||||||||||||||||||||||||||||||
Numerical solution of ordinary differential equations, Taylor’s series, Picard’s method, Euler’s method, modified Euler’s method, Runge-Kutta methods, second order (with proof) and fourth order (without proof). | |||||||||||||||||||||||||||||||||
Text Books And Reference Books: R. L. Burden and J. D. Faires, Numerical analysis, Belmont, CA: Thomson Brooks/Cole, 2005. | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||
Evaluation Pattern *Tutorial (1 Hr extra / week)
| |||||||||||||||||||||||||||||||||
MAT311-4 - COMPUTATIONAL MATHEMATICS USING PYTHON (2023 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
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Course Description: This course is aimed to enable the students solve mathematical problems using python. With previous knowledge of programming in python they shall be able to write simple programs to solve problems related to Linear Algebra, numerical analysis, statistical analysis. Course Objectives: This course will help the learner to
COBJ1. able to analyze problems and evaluate solutions by using python programming.
|
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Learning Outcome |
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CO1: On successful completion of the course, the students should be able to demonstrate the use programming in Python to find out the inverse determinant, transpose, Eigen values of a Matrix and solving system of equations using various methods. CO2: On successful completion of the course, the students should be able to acquire proficiency in using tools, libraries, packages of Python for data analysis and visualization. CO3: On successful completion of the course, the students should be able to implement numerical methods and algorithms by writing programs using Python, to obtain solutions of algebraic and transcendental equations, system of equations and differential equations.
|
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Unit-1 |
Teaching Hours:10 |
Matrices
|
|
Introduction to NumPy and Sympy,Operations on matrices, Types of Matrices, Determinant, inverse and rank of matrices, Echelon forms, normal forms, solving system of linear and nonlinear equations using various methods, Finding eigenvalues and eigenvectors of a matrix. | |
Unit-1 |
Teaching Hours:10 |
Matrices
|
|
Introduction to NumPy and Sympy,Operations on matrices, Types of Matrices, Determinant, inverse and rank of matrices, Echelon forms, normal forms, solving system of linear and nonlinear equations using various methods, Finding eigenvalues and eigenvectors of a matrix. | |
Unit-1 |
Teaching Hours:10 |
Matrices
|
|
Introduction to NumPy and Sympy,Operations on matrices, Types of Matrices, Determinant, inverse and rank of matrices, Echelon forms, normal forms, solving system of linear and nonlinear equations using various methods, Finding eigenvalues and eigenvectors of a matrix. | |
Unit-1 |
Teaching Hours:10 |
Matrices
|
|
Introduction to NumPy and Sympy,Operations on matrices, Types of Matrices, Determinant, inverse and rank of matrices, Echelon forms, normal forms, solving system of linear and nonlinear equations using various methods, Finding eigenvalues and eigenvectors of a matrix. | |
Unit-2 |
Teaching Hours:10 |
Statistical Analysis
|
|
Introduction to Pandas, Data series and Data frames, Using Pandas library to read and write data from a CSV file and Excel file. Data indexing and Selection, Operating on Data, Handling Missing Data, Mean, Median, Mode, Creating a frequency table, Dispersion, Variance, and standard deviation, Correlation between two data sets- Correlation Coefficient, Regression, GroupBy in python, foundations of predictive analysis. | |
Unit-2 |
Teaching Hours:10 |
Statistical Analysis
|
|
Introduction to Pandas, Data series and Data frames, Using Pandas library to read and write data from a CSV file and Excel file. Data indexing and Selection, Operating on Data, Handling Missing Data, Mean, Median, Mode, Creating a frequency table, Dispersion, Variance, and standard deviation, Correlation between two data sets- Correlation Coefficient, Regression, GroupBy in python, foundations of predictive analysis. | |
Unit-2 |
Teaching Hours:10 |
Statistical Analysis
|
|
Introduction to Pandas, Data series and Data frames, Using Pandas library to read and write data from a CSV file and Excel file. Data indexing and Selection, Operating on Data, Handling Missing Data, Mean, Median, Mode, Creating a frequency table, Dispersion, Variance, and standard deviation, Correlation between two data sets- Correlation Coefficient, Regression, GroupBy in python, foundations of predictive analysis. | |
Unit-2 |
Teaching Hours:10 |
Statistical Analysis
|
|
Introduction to Pandas, Data series and Data frames, Using Pandas library to read and write data from a CSV file and Excel file. Data indexing and Selection, Operating on Data, Handling Missing Data, Mean, Median, Mode, Creating a frequency table, Dispersion, Variance, and standard deviation, Correlation between two data sets- Correlation Coefficient, Regression, GroupBy in python, foundations of predictive analysis. | |
Unit-3 |
Teaching Hours:10 |
Numerical methods and Differential equations
|
|
Solution to algebraic and transcendental equations, system of equations and differential equations. | |
Unit-3 |
Teaching Hours:10 |
Numerical methods and Differential equations
|
|
Solution to algebraic and transcendental equations, system of equations and differential equations. | |
Unit-3 |
Teaching Hours:10 |
Numerical methods and Differential equations
|
|
Solution to algebraic and transcendental equations, system of equations and differential equations. | |
Unit-3 |
Teaching Hours:10 |
Numerical methods and Differential equations
|
|
Solution to algebraic and transcendental equations, system of equations and differential equations. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern The course is evaluated based on continuous internal assessments (CIA) and the lab e-record. The parameters for evaluation under each component and the mode of assessment are given below. | |
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
|
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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
|
|
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-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
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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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SAN281-4 - 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. |
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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 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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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 |
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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
Unit 11 habla de tu amigo
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
|
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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
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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
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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 | |
STA321-4 - ELEMENTS OF REGRESSION (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course is dedicated to exploring the concepts and applications of regression analysis, a fundamental statistical tool used to model relationships between variables. It is structured to provide a comprehensive understanding of both simple and multiple regression models, emphasizing their practical implementation in various fields such as economics, business, social sciences, and natural sciences. |
|
Learning Outcome |
|
CO1: Study the Principles and Techniques of Regression Analysis CO2: Apply Regression Analysis to Real-World Problems CO3: Critically Evaluate Regression Models and Results |
|
Unit-1 |
Teaching Hours:15 |
||||
Foundations of Least Squares Estimation:
|
|||||
Least Square estimation: Gauss-Markoff Setup, Normal equations and least square, Method of estimation, properties of the estimator, variance of the estimator, Estimation of variance. | |||||
Unit-2 |
Teaching Hours:15 |
||||
Essentials of Linear Regression:
|
|||||
Linear Regression: Simple linear regression model, least square estimation of parameters, Hypothesis testing of slope and intercept, co-efficient of determination. | |||||
Unit-3 |
Teaching Hours:15 |
||||
Advanced Insights into Multiple Regression
|
|||||
Multiple Regression: Model, estimation of model parameters, test for significance of regression, regression co-efficient, co-efficient of determination, use of ANOVA. | |||||
Text Books And Reference Books:
| |||||
Essential Reading / Recommended Reading
| |||||
Evaluation Pattern
| |||||
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 |
|||||
|
|||||
Learning Outcome |
|||||
CO 1: CO1: Analyze the chronological background and generous of epics.
CO 2: CO2: Analyze the departmental principles of the Tamil and the Internal ethics
CO3: CO3: Establish that Novels are the timepiece of a society.
CO4 : CO4: It helps to know the ethics of the life through grammar.
CO5: CO5: Gain the knowledge about other language structure and culture of other language.
|
|||||
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
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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
|
|
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
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
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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
|
|
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
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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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
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
|
|
ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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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
|
|
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
|
|
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
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Text Books And Reference Books: 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Essential Reading / Recommended Reading 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Evaluation Pattern 1. Research & Content Accuracy 2. Organization & Structure 3. Writing Quality & Clarity 4. Adherence to Wikipedia Style 5. Links, References and Pictures 6. Creativity & Engagement | |