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| Assesment Pattern | ||||||||||||||||||||||||||||||
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Assessment Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
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| Examination And Assesments | ||||||||||||||||||||||||||||||
Question Paper Pattern - MSE The question paper pattern will be as specified below:
Question Paper Pattern - ESE The question paper pattern will be as specified below:
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| Department Overview: | ||||||||||||||||||||||||||||||
● Jain &Narang, (2019). Financial Accounting. Mumbai: Kalyani Publisher
● Gupta, R.L., & Radhaswamy, M., (2019) Financial Accounting (18ed.). New Delhi: Sultan Chand & Sons. | ||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Maheswari S. N. & Maheswari S. K. (2019). Advanced accountancy. New Delhi: Vikas
● Shukla M. C. & Grewall T. S. (2019). Advanced accountancy (15 Ed.). New Delhi: S. Chand | ||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
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COAF161-1 - SPREADSHEET FOR BUSINESS (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 provide students with a comprehensive understanding of the role of spreadsheet software in finance. Students will learn how to use Microsoft Excel to analyse financial data, perform financial calculations and presentation data using graphs. As a prerequisite, the students should have basic knowledge about computers and MS Office. |
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Learning Outcome |
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CO1: Explain basic terminologies and functionalities of excel CO2: Use Excel's data analysis tools, including sorting, filtering, and pivot tables, to analyse financial data. CO3: Perform the conditional formatting with finance data. CO4: Evaluate long-term investment proposals and select the best alternative for the organisation CO5: Create charts and graphs in Excel to visually represent financial data. |
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Unit-1 |
Teaching Hours:10 |
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Introduction to Excel
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Basic Excel functions: Understanding the Excel interface - Entering and formatting data - Basic formulas and functions - Structure of an excel function, functions such as SUM (), MIN (), MAX (), AVERAGE (), COUNT (), AUTOSUM, AUTOFILL. Sort - Filter - Conditional Formatting to Find Duplicates, Removing Duplicates. | ||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to Excel
|
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Basic Excel functions: Understanding the Excel interface - Entering and formatting data - Basic formulas and functions - Structure of an excel function, functions such as SUM (), MIN (), MAX (), AVERAGE (), COUNT (), AUTOSUM, AUTOFILL. Sort - Filter - Conditional Formatting to Find Duplicates, Removing Duplicates. | ||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to Excel
|
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Basic Excel functions: Understanding the Excel interface - Entering and formatting data - Basic formulas and functions - Structure of an excel function, functions such as SUM (), MIN (), MAX (), AVERAGE (), COUNT (), AUTOSUM, AUTOFILL. Sort - Filter - Conditional Formatting to Find Duplicates, Removing Duplicates. | ||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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Validation
|
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Excel Data Validation: Understanding the Need for Data Validation, Creating a Validation List, Adding a Custom Validation Error, Dynamic Formulas by Using Validation Techniques - Understanding Excel PivotTables, Creating an Excel PivotTable, Modifying Excel Pivot Table Calculations, Grouping Pivot. Table Data, Formatting PivotTable Data, Drilling Down into PivotTable Data, Creating Pivot Charts, Filtering PivotTable Data, Filtering with the Slicer Tool. | ||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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Validation
|
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Excel Data Validation: Understanding the Need for Data Validation, Creating a Validation List, Adding a Custom Validation Error, Dynamic Formulas by Using Validation Techniques - Understanding Excel PivotTables, Creating an Excel PivotTable, Modifying Excel Pivot Table Calculations, Grouping Pivot. Table Data, Formatting PivotTable Data, Drilling Down into PivotTable Data, Creating Pivot Charts, Filtering PivotTable Data, Filtering with the Slicer Tool. | ||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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Validation
|
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Excel Data Validation: Understanding the Need for Data Validation, Creating a Validation List, Adding a Custom Validation Error, Dynamic Formulas by Using Validation Techniques - Understanding Excel PivotTables, Creating an Excel PivotTable, Modifying Excel Pivot Table Calculations, Grouping Pivot. Table Data, Formatting PivotTable Data, Drilling Down into PivotTable Data, Creating Pivot Charts, Filtering PivotTable Data, Filtering with the Slicer Tool. | ||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Conditional Functions and Working with Large Excel Data Sets
|
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Conditional Functions: Working with Excel Name Ranges, Using Excel's IF () Function, Nesting Functions, Using Excel's COUNTIF () Function, Using Excel's SUMIF () Function, Using Excel's IFERROR () Function. Working with Large Sets of Excel Data: Using the Freeze Panes Tool, Grouping Data (Columns and/or Rows), Consolidating Data from Multiple Worksheets. | ||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Conditional Functions and Working with Large Excel Data Sets
|
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Conditional Functions: Working with Excel Name Ranges, Using Excel's IF () Function, Nesting Functions, Using Excel's COUNTIF () Function, Using Excel's SUMIF () Function, Using Excel's IFERROR () Function. Working with Large Sets of Excel Data: Using the Freeze Panes Tool, Grouping Data (Columns and/or Rows), Consolidating Data from Multiple Worksheets. | ||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Conditional Functions and Working with Large Excel Data Sets
|
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Conditional Functions: Working with Excel Name Ranges, Using Excel's IF () Function, Nesting Functions, Using Excel's COUNTIF () Function, Using Excel's SUMIF () Function, Using Excel's IFERROR () Function. Working with Large Sets of Excel Data: Using the Freeze Panes Tool, Grouping Data (Columns and/or Rows), Consolidating Data from Multiple Worksheets. | ||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Lookup, Text Based Function and financial function
|
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Excel's Lookup Functions: Using Excel's VLOOKUP() Function, Using Excel's HLOOKUP() Function, Using Excel's INDEX() and MATCH() Functions. Excel's Text Based Functions: Using Excel's functions such as LEFT(), RIGHT() and MID(), LEN(), SEARCH(), CONCATENATE(). Time value of money - present value of money - capital budgeting, Net present value, Internal rate of return. Introduction to macros. Creation of simple macro functions | ||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Lookup, Text Based Function and financial function
|
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Excel's Lookup Functions: Using Excel's VLOOKUP() Function, Using Excel's HLOOKUP() Function, Using Excel's INDEX() and MATCH() Functions. Excel's Text Based Functions: Using Excel's functions such as LEFT(), RIGHT() and MID(), LEN(), SEARCH(), CONCATENATE(). Time value of money - present value of money - capital budgeting, Net present value, Internal rate of return. Introduction to macros. Creation of simple macro functions | ||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Lookup, Text Based Function and financial function
|
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Excel's Lookup Functions: Using Excel's VLOOKUP() Function, Using Excel's HLOOKUP() Function, Using Excel's INDEX() and MATCH() Functions. Excel's Text Based Functions: Using Excel's functions such as LEFT(), RIGHT() and MID(), LEN(), SEARCH(), CONCATENATE(). Time value of money - present value of money - capital budgeting, Net present value, Internal rate of return. Introduction to macros. Creation of simple macro functions | ||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Data Analysis and visualisation
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Pivot tables and charts - Data analysis tools - Charting and graphing techniques - Dashboard creation | ||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Data Analysis and visualisation
|
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Pivot tables and charts - Data analysis tools - Charting and graphing techniques - Dashboard creation | ||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Data Analysis and visualisation
|
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Pivot tables and charts - Data analysis tools - Charting and graphing techniques - Dashboard creation | ||||||||||||||||||||
Text Books And Reference Books: 1.Microsoft Excel 2016 Step by Step Curtis Frye, Microsoft Press, A division of Microsoft Corporation, 2016 edition. | ||||||||||||||||||||
Essential Reading / Recommended Reading 1. Microsoft Excel Essential Hints and Tips Fundamental hints and tips to kick start your Excel skills By Diane Griffiths Published, 2015 edition. 2. Excel 2010 Formulas, by Wiley Publishing, 2010 Edition | ||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||
COM101-1 - LEGAL ASPECTS OF BUSINESS (2024 Batch) | ||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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In the ever-changing dynamic business environment, it is important that students are aware of the laws of the land, legislative systems and relevant applications of the provisions of the law. This course enables students to recognise, appreciate and apply the relevant provisions of the legislation in business.
|
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Learning Outcome |
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CO1: Understand the basic rules of Agreements and Contracts along with the rules of Offer, Acceptance, Consideration, Capacity/Competency to contract & rules governing Consideration in The Indian Contract Act 1872 CO2: Understand the basic aspects of a void agreement and subsequently enter valid business propositions. CO3: Recognize and differentiate the special contracts and identify their appropriate usage in varied business scenarios. CO4: Equip the students about the legitimate rights and obligations under The Sale of Goods Act of 1930. CO5: Develop the student's analytical skills by understanding various case laws. |
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Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
||||||||||||||||||||||
Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
||||||||||||||||||||||
Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
||||||||||||||||||||||
Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-I
|
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Contract – meaning, characteristics, and kinds; Essentials of valid contract – Offer- meaning, Essential elements of a valid offer, types of offer; Acceptance- meaning and valid rules of acceptance; Communication of offer and acceptance, Revocation of offer and acceptance, Lapse of Offer, Consideration- meaning, essential elements, legal rules regarding consideration, exceptions to the general rule of consideration, Rule of Privity of contract and its exceptions; Contractual Capacity- meaning and types of parties, persons not competent to contract, Nature and effects of Minor’s agreements. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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The Indian Contract Act, 1872- General Contracts-II
|
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Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
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Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
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Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-II
|
||||||||||||||||||||||
Free Consent- meaning and five elements which affect the consent and the legal rules of each of the elements (essentials, effects, and remedies); Legality of Objects- meaning, agreements opposed to public policy; illegal agreements, its effects, and enforceability in case of separable illegality; Void Agreements- meaning and contracts expressly declared void (types of void agreements); Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
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Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- General Contracts-III
|
||||||||||||||||||||||
Contingent contracts- meaning and essentials, Quasi contracts- meaning and basis of quasi-contracts, Performance of contracts- meaning and types, Discharge of contracts – modes of discharge including breach and its remedies. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
The Indian Contract Act, 1872- Specific Contracts
|
||||||||||||||||||||||
Contract of Indemnity- meaning and essentials; Contract of Guarantee- meaning, essentials, and kind of guarantee- Distinction between indemnity and guarantee; Contract of Bailment-essentials and Kinds; Lien and its types; Pledge- meaning and essentials- pledge by non-owners; difference with bailment; Contract of Agency -Creation of Agency – Kinds of Agents –Relationship of Principal and Agent–Sub Agent – Position of Principal and Agent to third parties – Termination of Agency. Landmark judgments. (Meaning includes definitions given by the Act) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Unit V: The Sale of Goods Act, 1930
|
||||||||||||||||||||||
Contract of sale - meaning, essentials, and the difference between sale and agreement to sell; Conditions and warranties- meaning, essentials and differences; Transfer of ownership in goods including sale by non-owners, Performance of the contract of sale, Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. The Doctrine of Caveat Emptor, Landmark judgments | ||||||||||||||||||||||
Text Books And Reference Books:
| ||||||||||||||||||||||
Essential Reading / Recommended Reading
| ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
COM102-1 - BUSINESS ECONOMICS (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|||||||||||||||||||||
Max Marks:100 |
Credits:4 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
The modules incorporated in this paper deal with the nature and scope of economics, the theory of consumer behavior, analysis of production function and equilibrium of a producer, the price formation in different markets structures and the equilibrium of a firm and industry. In addition to this, students get acquainted with the trade policy, the fiscal policy, and monetary policy within the context of a country. |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Develop the conceptual foundations and analytical methods used in micro economics. CO2: Develop the ability to understand and appreciate the economic theories and their application in real economic life. CO3: Understand the role of prices in allocating scarce resources in market economies and explain the consequences of government policies in the form of price controls. CO4: Appraise the monetary policy and fiscal policy prevalent within a country. |
||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
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Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Demand and supply Analysis and Applications
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Economic models- Production Possibility Frontier and Circular Flow of Income: Two Sector Model; Demand Analysis: Law of demand, Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of supply - Market equilibrium, Applications in real life: Price Ceiling, Price Floor and Externality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Consumer Choice
|
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The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses and definition of Price Effect, Income Effect and Substitution Effect. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
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Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Theory of Production and Cost
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Theory of Production and Cost
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Theory of Production and Cost
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Production function; Law of variable proportions; Laws of returns, Economies of scale; Cost Function-Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Revenue analysis. TR, AR and MR.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Market Structure
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Market Structure
|
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Market structure- Perfect competition, Price and output determination- Monopoly- Price output determination, Price discrimination Monopolistic Competition – Features, Price and Output determination (Short Run and Long Run). Oligopoly: Definition and types of Oligopoly.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||
Measuring Nation's Income and Cost of Living
|
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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
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Unit-5 |
Teaching Hours:9 |
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Measuring Nation's Income and Cost of Living
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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
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Unit-5 |
Teaching Hours:9 |
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Measuring Nation's Income and Cost of Living
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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
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Unit-5 |
Teaching Hours:9 |
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Measuring Nation's Income and Cost of Living
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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
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Unit-5 |
Teaching Hours:9 |
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Measuring Nation's Income and Cost of Living
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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation – Money Supply Measures.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
|
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
|
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Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Unit-6 |
Teaching Hours:6 |
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Money and the Financial System
|
||||||||||||||||||||||||||||||||||||||||||||||||||
Saving and Investment in National Income Accounts. The Market for Loanable Funds. Banks and the Money Supply. Monetary Measures. Meaning of Inflation and Costs of Inflation. Tools of Credit Control.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
Question Paper Pattern - MSE The question paper pattern will be as specified below:
Question Paper Pattern - ESE The question paper pattern will be as specified below:
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ENG181-1 - ENGLISH (2024 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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· 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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
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
|
|
| |
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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| |
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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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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| |
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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| |
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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| |
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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| |
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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| |
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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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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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 | |
COAF101-2 - CORPORATE FINANCE (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This paper is offered as a core paper in the second semester. It focuses on the principles and practices of managing an organisation's financial resources. This course covers the essential concepts of financial management, including financial planning and forecasting, investment analysis, capital budgeting, working capital management and dividend decisions. It develops an understanding among the students towards corporate financial activities. As a prerequisite, the students should have basic knowledge about elementary concepts of finance. |
|
Learning Outcome |
|
CO1: Understand the role and importance of financial management in business operations CO2: Understand the concept of time value of money and apply it to financial decision making. CO3: Examine the relationship between a company's capital structure and its cost of capital CO4: Evaluate investment opportunities and select the best alternative CO5: Analyze the relevance of the dividend decision affecting the market value of the firm CO6: Evaluate the estimation of working capital estimation as well as its importance for the
firm. |
|
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Corporate Finance
|
||||||||||||||||||||||
Corporate Finance – meaning and definition- Nature and Importance – Objectives- profit maximisation – wealth maximisation – Functions of Finance Manager – Sources of raising finance - long term – short term - problems in financial forecasting. Time value of money – present value of money – concepts- practical problems. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Corporate Finance
|
||||||||||||||||||||||
Corporate Finance – meaning and definition- Nature and Importance – Objectives- profit maximisation – wealth maximisation – Functions of Finance Manager – Sources of raising finance - long term – short term - problems in financial forecasting. Time value of money – present value of money – concepts- practical problems. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Corporate Finance
|
||||||||||||||||||||||
Corporate Finance – meaning and definition- Nature and Importance – Objectives- profit maximisation – wealth maximisation – Functions of Finance Manager – Sources of raising finance - long term – short term - problems in financial forecasting. Time value of money – present value of money – concepts- practical problems. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:14 |
|||||||||||||||||||||
Cost of capital and Capital Structure
|
||||||||||||||||||||||
Financing Decisions: Sources of long-term financing, Estimation of components of cost of capital, Methods for calculating Cost of Equity, Cost of Retained Earnings, Cost of Debt and Cost of Preference Capital, Weighted Average Cost of Capital (WACC). Capital Structure- Theories of Capital Structure (Net Income, Net Operating Income, MM Hypothesis, Traditional Approach). Operating and Financial leverage and combined leverage. Practical problems. Determinants of capital structure. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:14 |
|||||||||||||||||||||
Cost of capital and Capital Structure
|
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Financing Decisions: Sources of long-term financing, Estimation of components of cost of capital, Methods for calculating Cost of Equity, Cost of Retained Earnings, Cost of Debt and Cost of Preference Capital, Weighted Average Cost of Capital (WACC). Capital Structure- Theories of Capital Structure (Net Income, Net Operating Income, MM Hypothesis, Traditional Approach). Operating and Financial leverage and combined leverage. Practical problems. Determinants of capital structure. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:14 |
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Cost of capital and Capital Structure
|
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Financing Decisions: Sources of long-term financing, Estimation of components of cost of capital, Methods for calculating Cost of Equity, Cost of Retained Earnings, Cost of Debt and Cost of Preference Capital, Weighted Average Cost of Capital (WACC). Capital Structure- Theories of Capital Structure (Net Income, Net Operating Income, MM Hypothesis, Traditional Approach). Operating and Financial leverage and combined leverage. Practical problems. Determinants of capital structure. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:14 |
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Capital Budgeting
|
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Long term investment decisions: Capital budgeting - importance – procedure - Factors Determining Capital Budgeting - Steps in Capital Budgeting - Methods of capital budgeting Payback Period Method, Accounting Rate of Return, Net Present Value (NPV), Net Terminal Value, Internal Rate of Return (IRR), Profitability Index – problems in capital budgeting. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:14 |
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Capital Budgeting
|
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Long term investment decisions: Capital budgeting - importance – procedure - Factors Determining Capital Budgeting - Steps in Capital Budgeting - Methods of capital budgeting Payback Period Method, Accounting Rate of Return, Net Present Value (NPV), Net Terminal Value, Internal Rate of Return (IRR), Profitability Index – problems in capital budgeting. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:14 |
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Capital Budgeting
|
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Long term investment decisions: Capital budgeting - importance – procedure - Factors Determining Capital Budgeting - Steps in Capital Budgeting - Methods of capital budgeting Payback Period Method, Accounting Rate of Return, Net Present Value (NPV), Net Terminal Value, Internal Rate of Return (IRR), Profitability Index – problems in capital budgeting. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Dividend Decisions
|
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Dividend Decisions: Theories for Relevance and irrelevance of dividend decision for corporate valuation. Walter’s Model, Gordon’s Model, MM Approach, Cash and stock dividends. Dividend policies in practice. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Dividend Decisions
|
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Dividend Decisions: Theories for Relevance and irrelevance of dividend decision for corporate valuation. Walter’s Model, Gordon’s Model, MM Approach, Cash and stock dividends. Dividend policies in practice. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Dividend Decisions
|
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Dividend Decisions: Theories for Relevance and irrelevance of dividend decision for corporate valuation. Walter’s Model, Gordon’s Model, MM Approach, Cash and stock dividends. Dividend policies in practice. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Working Capital
|
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Working Capital Decisions: Concepts of Working Capital, Operating & Cash Cycles, sources of short-term finance, working capital estimation, cash management, receivables management, inventory management. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Working Capital
|
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Working Capital Decisions: Concepts of Working Capital, Operating & Cash Cycles, sources of short-term finance, working capital estimation, cash management, receivables management, inventory management. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Working Capital
|
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Working Capital Decisions: Concepts of Working Capital, Operating & Cash Cycles, sources of short-term finance, working capital estimation, cash management, receivables management, inventory management. | ||||||||||||||||||||||
Text Books And Reference Books: 1. R. K Sharma, Shashi .K Gupta ;(2020) Financial Management. (9th Ed.), Kalyani Publishers. New Delhi. | ||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Khan, M.Y. & Jain, PK (2010) Financial Management. Tata McGraw Hill Publishing Co. Ltd. New Delhi. 2. Chandra, Prasanna, (2009) Financial Management. Tata McGraw Hill Publishing co. Ltd., New Delhi. 3. Kulkarni, P.V.(2011) Financial Management. Himalaya Publishing House, Bombay: 4. Maheshwari, S.N. (2012) Principles of Financial management. Sultan Chand & Sons, Delhi 5. Pandey, I.M. (2010): Financial Management, Vikas Publishing House (P) Ltd, New Delhi: | ||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
| ||||||||||||||||||||||
COAF161-2 - BUSINESS DATA VISUALIZATION (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:03 |
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Course Objectives/Course Description |
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Data visualization is one of the most powerful tools to explore, understand and communicate patterns in quantitative information. At the same time, good data visualization is a surprisingly difficult task and demands three quite different skills: substantive knowledge, statistical skill, and artistic sense. The course is intended to introduce participants to key principles of analytic design and use visualization techniques for the exploration and presentation of univariate and multivariate data. This course is highly applied in nature and emphasizes the practical aspects of data visualization in the social sciences. Students will learn how to evaluate data visualizations based on principles of analytic design and how to construct compelling visualizations using Tableau, PowerBI, and Google Data Studio. |
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Learning Outcome |
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CO1: Understand the fundamentals of data visualization and its importance in data analysis. CO2: Create basic visualizations such as bar charts, line charts, scatter plots, and maps. CO3: Customize visualizations to communicate insights effectively, including adding labels, annotations, and filters. CO4: Create interactive dashboards using filters, parameters, and actions to provide dynamic and interactive views of data. CO5: Apply data visualization skills to real-world scenarios and communicate data insights effectively to stakeholders. |
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Unit-1 |
Teaching Hours:7 |
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Unit 1: Introduction to Data Visualization
|
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Level of knowledge: Concepts and Practical Introduction to Tableau and its interface - Getting started with Tableau Desktop - Connecting to data sources - Dimensions and Measures - Basic visualizations: bar charts, line charts, scatter plots - Connecting to the tutorial dataset - Creating the first charts | |||||||||||||||||||
Unit-1 |
Teaching Hours:7 |
||||||||||||||||||
Unit 1: Introduction to Data Visualization
|
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Level of knowledge: Concepts and Practical Introduction to Tableau and its interface - Getting started with Tableau Desktop - Connecting to data sources - Dimensions and Measures - Basic visualizations: bar charts, line charts, scatter plots - Connecting to the tutorial dataset - Creating the first charts | |||||||||||||||||||
Unit-1 |
Teaching Hours:7 |
||||||||||||||||||
Unit 1: Introduction to Data Visualization
|
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Level of knowledge: Concepts and Practical Introduction to Tableau and its interface - Getting started with Tableau Desktop - Connecting to data sources - Dimensions and Measures - Basic visualizations: bar charts, line charts, scatter plots - Connecting to the tutorial dataset - Creating the first charts | |||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 2: Common Charts
|
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Level of knowledge: Concepts and Practical Common charts: Creating common visualizations (bar charts, line charts etc.) - Filtering and sorting data- Context filters - Top and bottom filters - Interactive filters - Adding Titles, Labels, and descriptions - Publish your work to Tableau Cloud Home,
Assignment: Create a standalone data visualization | |||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||
Unit 2: Common Charts
|
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Level of knowledge: Concepts and Practical Common charts: Creating common visualizations (bar charts, line charts etc.) - Filtering and sorting data- Context filters - Top and bottom filters - Interactive filters - Adding Titles, Labels, and descriptions - Publish your work to Tableau Cloud Home,
Assignment: Create a standalone data visualization | |||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||
Unit 2: Common Charts
|
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Level of knowledge: Concepts and Practical Common charts: Creating common visualizations (bar charts, line charts etc.) - Filtering and sorting data- Context filters - Top and bottom filters - Interactive filters - Adding Titles, Labels, and descriptions - Publish your work to Tableau Cloud Home,
Assignment: Create a standalone data visualization | |||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||
Unit 3: Advanced charts and Interactions
|
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Level of knowledge: Concepts and Practical Tree maps - Heat maps - Bullet charts - Waterfall charts - Dual-axis charts -Highlight tables
Interactions: Dataviz best practices (lecture) - Interactivity with text and visual tooltips - Interactivity with actions (filter, highlight, URL) - Assembling dashboards from multiple charts. | |||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||
Unit 3: Advanced charts and Interactions
|
|||||||||||||||||||
Level of knowledge: Concepts and Practical Tree maps - Heat maps - Bullet charts - Waterfall charts - Dual-axis charts -Highlight tables
Interactions: Dataviz best practices (lecture) - Interactivity with text and visual tooltips - Interactivity with actions (filter, highlight, URL) - Assembling dashboards from multiple charts. | |||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||
Unit 3: Advanced charts and Interactions
|
|||||||||||||||||||
Level of knowledge: Concepts and Practical Tree maps - Heat maps - Bullet charts - Waterfall charts - Dual-axis charts -Highlight tables
Interactions: Dataviz best practices (lecture) - Interactivity with text and visual tooltips - Interactivity with actions (filter, highlight, URL) - Assembling dashboards from multiple charts. | |||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||
Unit 4: Transform Data
|
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Level of knowledge: Concepts and Practical Creating simple calculations in Tableau - Using table calculations - Basic calculations: arithmetic – logic - date calculations - Table calculations: running total, percent, difference, rank - Aggregated calculations: average, median, mode | |||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||
Unit 4: Transform Data
|
|||||||||||||||||||
Level of knowledge: Concepts and Practical Creating simple calculations in Tableau - Using table calculations - Basic calculations: arithmetic – logic - date calculations - Table calculations: running total, percent, difference, rank - Aggregated calculations: average, median, mode | |||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||
Unit 4: Transform Data
|
|||||||||||||||||||
Level of knowledge: Concepts and Practical Creating simple calculations in Tableau - Using table calculations - Basic calculations: arithmetic – logic - date calculations - Table calculations: running total, percent, difference, rank - Aggregated calculations: average, median, mode | |||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||
Unit 5: Mapping and Dashboards
|
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Level of knowledge: Concepts and Practical
Introduction to mapping in Tableau – Geocoding - Creating maps with different types of data: points, lines, shapes - Advanced mapping: heat maps, density maps, custom geocoding - Creating and formatting dashboards - Interactivity between sheets and dashboards - Advanced dashboard features: actions, filters, parameters | |||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||
Unit 5: Mapping and Dashboards
|
|||||||||||||||||||
Level of knowledge: Concepts and Practical
Introduction to mapping in Tableau – Geocoding - Creating maps with different types of data: points, lines, shapes - Advanced mapping: heat maps, density maps, custom geocoding - Creating and formatting dashboards - Interactivity between sheets and dashboards - Advanced dashboard features: actions, filters, parameters | |||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||
Unit 5: Mapping and Dashboards
|
|||||||||||||||||||
Level of knowledge: Concepts and Practical
Introduction to mapping in Tableau – Geocoding - Creating maps with different types of data: points, lines, shapes - Advanced mapping: heat maps, density maps, custom geocoding - Creating and formatting dashboards - Interactivity between sheets and dashboards - Advanced dashboard features: actions, filters, parameters | |||||||||||||||||||
Text Books And Reference Books: ● Alexander Loth, Visual Analytics with Tableau. Wiley Publications. ● Learning Tableau 2020 Joshua N.Milligan ● Ryan Sleeper, Practical Tableau: 100 Tips, Tutorials, and Strategies from a Tableau Zen Master 1st Edition. O’Reilly Publications. ● | |||||||||||||||||||
Essential Reading / Recommended Reading Ben Jones, Communicating Data with Tableau: Designing, Developing, and Delivering Data Visualizations. O’Reilly Publications.
● Chandraish Sinha, Tableau 10 for Beginners: Step by Step guide to developing visualizations in Tableau 10. Ohio Computer Academy Publications. | |||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||
COAF201-2 - CORPORATE ACCOUNTING (2024 Batch) | |||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
||||||||||||||||||
Course Objectives/Course Description |
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This course provides comprehensive understanding of corporate accounting practices and presentation of financial statements as per legal requirements in organisations. It provides an overview of the corporate practice in maintaining the books as per accounting standards especially in company final accounts, valuation of shares, holding company accounting etc. As a prerequisite, students must have basic knowledge about the concepts relating to finance and accounts. |
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Learning Outcome |
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CO1: Calculate the profit or loss and prepare the balance sheet of a company according to the schedule III of companies Act 2013. CO2: Organise and integrate the concepts and guidelines related to buy-back, bonus issue of shares CO3: Illustrate appropriate method for redemption of debentures CO4: Estimate the value of shares and goodwill of a company. CO5: Structure a consolidated balance sheet of a holding company. |
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Unit-1 |
Teaching Hours:16 |
|||||||||||||||||||||
Final Accounts
|
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Framework for preparation and presentation of Financial Statements – Compliance with accounting standards- Form and contents of Statement of Profit or Loss and Balance Sheet as per SCHEDULE III (Division ii) – General Instructions for preparation of Statement of Profit and Loss and Balance Sheet – Disposal of company profits – dividend tax deducted at source -Declaration of dividends out of reserves-Transfer to Reserves etc., excluding calculation of managerial remuneration | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:16 |
|||||||||||||||||||||
Final Accounts
|
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Framework for preparation and presentation of Financial Statements – Compliance with accounting standards- Form and contents of Statement of Profit or Loss and Balance Sheet as per SCHEDULE III (Division ii) – General Instructions for preparation of Statement of Profit and Loss and Balance Sheet – Disposal of company profits – dividend tax deducted at source -Declaration of dividends out of reserves-Transfer to Reserves etc., excluding calculation of managerial remuneration | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:16 |
|||||||||||||||||||||
Final Accounts
|
||||||||||||||||||||||
Framework for preparation and presentation of Financial Statements – Compliance with accounting standards- Form and contents of Statement of Profit or Loss and Balance Sheet as per SCHEDULE III (Division ii) – General Instructions for preparation of Statement of Profit and Loss and Balance Sheet – Disposal of company profits – dividend tax deducted at source -Declaration of dividends out of reserves-Transfer to Reserves etc., excluding calculation of managerial remuneration | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Accounting for Alteration of Share Capital
|
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Meaning of Alteration of share capital – Accounting treatment- Bonus shares-Characteristic of Bonus shares- circumstances for issue of bonus shares-SEBI guidelines for issue of bonus shares-Accounting Treatment for Bonus shares-Buy-back of shares- advantages- Accounting entries in buy-back of shares - equity shares with differential rights, employee stock option(theory only). | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Accounting for Alteration of Share Capital
|
||||||||||||||||||||||
Meaning of Alteration of share capital – Accounting treatment- Bonus shares-Characteristic of Bonus shares- circumstances for issue of bonus shares-SEBI guidelines for issue of bonus shares-Accounting Treatment for Bonus shares-Buy-back of shares- advantages- Accounting entries in buy-back of shares - equity shares with differential rights, employee stock option(theory only). | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Accounting for Alteration of Share Capital
|
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Meaning of Alteration of share capital – Accounting treatment- Bonus shares-Characteristic of Bonus shares- circumstances for issue of bonus shares-SEBI guidelines for issue of bonus shares-Accounting Treatment for Bonus shares-Buy-back of shares- advantages- Accounting entries in buy-back of shares - equity shares with differential rights, employee stock option(theory only). | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Accounting for Redemption of Debentures
|
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Level of Knowledge: Conceptual and working Meaning of debentures – Types of debentures - Redemption of debentures- Methods of redemption – problems on conversion method -problems on buying own debentures from open market (including ex-interest and cum interest quotations) – problems on redemption using sinking fund method | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Accounting for Redemption of Debentures
|
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Level of Knowledge: Conceptual and working Meaning of debentures – Types of debentures - Redemption of debentures- Methods of redemption – problems on conversion method -problems on buying own debentures from open market (including ex-interest and cum interest quotations) – problems on redemption using sinking fund method | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
Accounting for Redemption of Debentures
|
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Level of Knowledge: Conceptual and working Meaning of debentures – Types of debentures - Redemption of debentures- Methods of redemption – problems on conversion method -problems on buying own debentures from open market (including ex-interest and cum interest quotations) – problems on redemption using sinking fund method | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:13 |
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Valuation of Goodwill and Valuation of Shares
|
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Valuation of Goodwill – Meaning of Goodwill – Need for Valuation of Goodwill – Factors Affecting Valuation of Goodwill – Methods of Valuation – Average Profit Method – Super Profit Method – Annuity Method-Capitalization Method-Valuation of Shares – Need for Valuation –Factors Affecting valuation of Shares- Net Asset Method – Yield Method – Fair Value-Simple Practical Problems | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:13 |
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Valuation of Goodwill and Valuation of Shares
|
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Valuation of Goodwill – Meaning of Goodwill – Need for Valuation of Goodwill – Factors Affecting Valuation of Goodwill – Methods of Valuation – Average Profit Method – Super Profit Method – Annuity Method-Capitalization Method-Valuation of Shares – Need for Valuation –Factors Affecting valuation of Shares- Net Asset Method – Yield Method – Fair Value-Simple Practical Problems | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:13 |
|||||||||||||||||||||
Valuation of Goodwill and Valuation of Shares
|
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Valuation of Goodwill – Meaning of Goodwill – Need for Valuation of Goodwill – Factors Affecting Valuation of Goodwill – Methods of Valuation – Average Profit Method – Super Profit Method – Annuity Method-Capitalization Method-Valuation of Shares – Need for Valuation –Factors Affecting valuation of Shares- Net Asset Method – Yield Method – Fair Value-Simple Practical Problems | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:13 |
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Accounts of Holding Companies/Parent Companies
|
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Meaning of Holding & Subsidiary Company – Consolidation of Balance Sheet of Holding and Subsidiary Company - Relevant provisions of Accounting Standard (ICAI). Calculation of Cost of Control – Minority Interest –Treatment of Unrealized Profit on stock and assets- Revaluation of Assets and Liabilities- Inter Company Owing-Preference shares - Issue of bonus Shares by Subsidiary Company -Proposed Dividend –Preparation of consolidated balance sheet with one subsidiary company. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:13 |
|||||||||||||||||||||
Accounts of Holding Companies/Parent Companies
|
||||||||||||||||||||||
Meaning of Holding & Subsidiary Company – Consolidation of Balance Sheet of Holding and Subsidiary Company - Relevant provisions of Accounting Standard (ICAI). Calculation of Cost of Control – Minority Interest –Treatment of Unrealized Profit on stock and assets- Revaluation of Assets and Liabilities- Inter Company Owing-Preference shares - Issue of bonus Shares by Subsidiary Company -Proposed Dividend –Preparation of consolidated balance sheet with one subsidiary company. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:13 |
|||||||||||||||||||||
Accounts of Holding Companies/Parent Companies
|
||||||||||||||||||||||
Meaning of Holding & Subsidiary Company – Consolidation of Balance Sheet of Holding and Subsidiary Company - Relevant provisions of Accounting Standard (ICAI). Calculation of Cost of Control – Minority Interest –Treatment of Unrealized Profit on stock and assets- Revaluation of Assets and Liabilities- Inter Company Owing-Preference shares - Issue of bonus Shares by Subsidiary Company -Proposed Dividend –Preparation of consolidated balance sheet with one subsidiary company. | ||||||||||||||||||||||
Text Books And Reference Books: 1. Jain, S.P. and K.L. Narang. Advanced Accounting – Vol II (Corporate Accounting) (2021). New Delhi: Kalyani Publishers. | ||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Anil Kumar, Rajesh Kumar (2021). Corporate Accounting. Mumbai: Himalayan Publishing House /Student Edition, 2. M.C. Shukla, T.S. Grewal & S.C. Gupta (2019). Advanced Accountancy. New Delhi: S. Chand & Company Ltd. 3. R.L. Gupta & M. Radhaswamy (2017). Advanced Accountancy. New Delhi: Sultan Chand & Sons. 4. Dr. Maheshwari S.N & Dr. Maheshwari S.K (2018). Advanced Accountancy Vol.1, Vol.-2. New Delhi: Vikas Publishing House Pvt. Ltd 5. Mukerjee & Hanif, Modern Accountancy (2018). New Delhi: Tata McGraw Hill. | ||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
| ||||||||||||||||||||||
COM101-2 - PRACTICES OF BANKING AND INSURANCE (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Description This course introduces the students to basic Concepts of banking - its various segments- functioning- activities and regulations. It also introduces the student to the basic principles of insurance- types of insurance and its legal framework in India. Through this course the student gets an understanding of both the sectors and learns to appreciate the importance of these sectors in the growth of the Economy. |
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Learning Outcome |
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CO1: Understand the origin and growth of banking in India. CO2: Differentiate the various negotiable instruments. CO3: Analyze the recent technological developments in Banking. CO4: Enumerate the significance of Principles of Insurance. CO5: Explain the various types of Insurance products. CO6: Summarize about the regulation and legal framework of the Indian insurance system. |
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Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
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Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Banking
|
||||||||||||||||||||||
Origin of banking: Definition –Development of Banking in India- banker and customer relationship - General and special types of customers - Types of deposits - Deposit Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring Account - Savings Account -Current Account - Deposit Schemes for NRIs – Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured Advances - Advances against various securities – Priority sector lending Types of banks - Commercial Banks- Origin and growth of commercial banks in India - Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks- Agriculture and Rural Development Banks - Development Banks and NBFCs - Financial Services offered by banks - Changing role of commercial banks - Reserve Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||
Negotiable Instrument Act
|
||||||||||||||||||||||
Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning - Precautions before honouring a cheque-Circumstances under which a cheque can be dishonoured – Crossing and endorsement - meaning- definitions- types and rules of crossing. Endorsement – Definition - Kinds of endorsement – Significance of endorsement – Paying Banker - Duties and Protection to paying banker- Collecting bankers – Duties - Statutory protection for holder in due course- Concept of negligence – Case Laws on Responsibility of Paying and Collecting Bank | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||||||||||||||
Bank Lending, Banking Sector Reforms & Trends
|
||||||||||||||||||||||
Genesis of modern banking in India- Compliance with KYC norms- Banking sector reforms- Emerging trends and issues in banking: Inclusive banking (financial inclusion)- Basel No Frills account, electronic payments- Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card- Smart card-Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money- Electronic purse- Digital cash – Impact of IT on Banks- Neo banks- ASBA- payment banks-e-wallet- Norms I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms.Policy rates (CRR- SLR- Repo and Reverse Repo- Bank Rate- MSF etc.) Capital adequacy requirements: Tier 1 capital, Tier 2 Capital, , Bancassurance, ALM: concept, components, functions, process-Anti Money Laundering-Bankruptcy code.
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Introduction to Insurance
|
||||||||||||||||||||||
Risk and the Business Model of Insurance – Perils andHazards – Physical, Moral, Morale, General Principles of an Insurance Contract – Specific Principles of Insurance - Utmost good faith (including Law of Contra Proferentum) - Insurable Interest in Life and General – Indemnity (Working out problems) Under insurance Average clause in indmenity- Proximate cause (with life and General insurance cases) - Subrogation (Suing righst and Scrap value with calculation) Contribution, Mitigation of Loss – Application of principles to Life and General. Underwriting –General Meaning of Underwriting ,Premium – Meaning and General basis for calculation of premium for Life and General , Other terms – Riders, Clauses , Conditions , Warranties , Covers, Add on covers , Claim, Repudiation, Reinsurance
| ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:16 |
|||||||||||||||||||||
Types of Insurance
|
||||||||||||||||||||||
Types of Insurance: Life Insurance meaning – Plans -Term, Endowment, Money back policy – Whole life plan – Child life plans ; Aspects of Premium calculation for a basic Life Insurance plan Non-life - Fire – Marine Cargo and Marine Hull – Motor (Own Damage and Third party damage) - Personal Accident – Health – Engineering - Liability – Other new Insurance Products – Undewrting aspects, Premium calculation aspects and Settlement of Claims of Non life Insurance products (Fire, Marine, Motor and Health) - (Clauses and conditions for Fire, Marine Hull and Cargo , Motor, Personal Accident, Health , Engineering and Liability ) | ||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||
Regulation & Legal Framework
|
||||||||||||||||||||||
Text Books And Reference Books:
| ||||||||||||||||||||||
Essential Reading / Recommended Reading ● Mishra, & Sukhwinder (2020) Banking Law and Practice. New Delhi: S.Chand Publications ● Periasamy,P. (2020) Principles and Practice of Insurance. Mumbai: Himalaya Publishing. ● IC - 01 – PRINCIPLES OF INSURANCE – Year of Edition 2020 ● RBI Circulars and IRDA guidelines | ||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
| ||||||||||||||||||||||
COM102-2 - CORPORATE LAW AND ADMINISTRATION (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:60 |
|||||||||||||||||||||
Max Marks:100 |
Credits:4 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
Course Description: The course intends to provide in-depth and comprehensive understanding of regulatory aspects of companies. The course enables students to acquire knowledge on district characteristic features of corporate form of organization and administrative aspects. The course also provides hands-on practical inputs on incorporation procedures, drafting MOA, AOA . minutes of meeting, drafting resolutions and other Documents |
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Learning Outcome |
||||||||||||||||||||||
CO1: Demonstrate comprehensive and understanding of those areas of the concept of the Companies (Private and Public) and its inherent characteristics that makes it different from other forms of organizations. CO2: Discuss the various legal and regulatory rules about the genesis of a company, shareholders, directors, documents etc. CO3: Discuss and apply the law governing various role played by different people like Promoters, Directors, Key Managerial Personnel (KMPs) and Company Secretaries in the successful functioning of a Company. CO4: Discuss and explain the regulatory framework, mechanisms and laws relating to Meetings. CO5: Discuss and apply the law governing corporate rescue and winding-up |
||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction and Jurisprudence of Company Law
|
||||||||||||||||||||||
History of Company Law and scope ;Company and its Characteristics; Doctrine of CorporateVeil and circumstances under which Corporate Veil can be lifted with case study, types of companies including one-person company, Conversion of private company to One Person company, small company and dormant company; association not for profit; illegal association and Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of documents, promoters, their legal position, pre-incorporation contract; on-line registration of a company; Administration of Company Law [including National Company Law Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts]. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Documents
|
||||||||||||||||||||||
Memorandum of association and its contents; Articles of association and its contents; Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine of Indoor management, prospectus and its types; Misstatement in prospectus; liability for misstatements. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
|||||||||||||||||||||
Management and Administration of a Company
|
||||||||||||||||||||||
Management: Director and its Classification including Women directors, Independent director, Small shareholder’s director; Disqualifications, Director Identification Number (DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution, e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit Committee, Nomination and Remuneration Committee, Stakeholders Relationship Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Dividends, Secretarial Audit and Reports
|
||||||||||||||||||||||
Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend, Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed dividend, Provisions relating to Books of Account, IEPF with relation to Dividends; Secretarial Audit and report; Board’s Report. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||
Insolvency and Bankruptcy CodeÂ
|
||||||||||||||||||||||
Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016. (Relevant case laws); Concept and modes of Winding Up. | ||||||||||||||||||||||
Text Books And Reference Books: 1. Kapoor, N.D. (2023). Company Law & Secretarial Practice (13th ed.). New Delhi: Sultan Chand & Sons | ||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Company Law Study Material – Institute of Company Secretaries of India 2. MC Kuchhal. (2024) Modern Indian Company Law. Delhi:ShriMahavir Book Depot (Publishers) 3. GK Kapoor and Sanjay Dhamija. (2014) Company Law. Delhi. Bharat Law House 4. Anil Kumar. (2023) CorporateLaw.Delhi: Indian Book House 5. ReenaChadha and SumantChadha (2024).CorporateLaws.Delhi: Scholar Tech Press 6. Avtar Singh.(2023) Introduction to Company Law.Eastern Book Company
| ||||||||||||||||||||||
Evaluation Pattern Assessment Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
| ||||||||||||||||||||||
ENG181-2 - ENGLISH (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:2 |
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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:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
| |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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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-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-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 | |
COAF201-3 - PYTHON FOR ANALYTICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Python is a versatile and powerful programming language that can be used for various applications, such as web development, data analysis, machine learning, and more. In this course, students will learn the basics of Python syntax, data types, control structures, functions, and modules. Course explores some of the most popular Python libraries and frameworks. |
|
Learning Outcome |
|
CO1: Write python programmes with appropriate syntax
CO2: Create python functions for business processes CO3: Apply string functions on strings and text files CO4: Use various data structures in Python programs |
|
Unit-1 |
Teaching Hours:7 |
|||||||||||||||||||||
Introduction to programming
|
||||||||||||||||||||||
Computer programs – Computer Hardware and software interaction – Need for programming – Human Languages and computer programming languages – Interpreter and Complier - Reserved words – History of Python - Installing python and interacting with Python – Python Prompt – Traceback – Handling Traceback- Writing a python program - Basic building blocks of programs – Input – Output – Sequential execution – Conditional execution – Repeated execution – Reuse (functions) – Types of errors in programs – Debugging a program | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:7 |
|||||||||||||||||||||
Introduction to programming
|
||||||||||||||||||||||
Computer programs – Computer Hardware and software interaction – Need for programming – Human Languages and computer programming languages – Interpreter and Complier - Reserved words – History of Python - Installing python and interacting with Python – Python Prompt – Traceback – Handling Traceback- Writing a python program - Basic building blocks of programs – Input – Output – Sequential execution – Conditional execution – Repeated execution – Reuse (functions) – Types of errors in programs – Debugging a program | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:7 |
|||||||||||||||||||||
Introduction to programming
|
||||||||||||||||||||||
Computer programs – Computer Hardware and software interaction – Need for programming – Human Languages and computer programming languages – Interpreter and Complier - Reserved words – History of Python - Installing python and interacting with Python – Python Prompt – Traceback – Handling Traceback- Writing a python program - Basic building blocks of programs – Input – Output – Sequential execution – Conditional execution – Repeated execution – Reuse (functions) – Types of errors in programs – Debugging a program | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Variables Expressions and Statements
|
||||||||||||||||||||||
Values – Types – variables – variable names and keywords – Statements – Operators and Operands- Expressions - Order of operations – String operations – taking inputs from users – importance of mnemonic variable names – Debugging python code – Conditional executions – Boolean and logical operators – Chained and Nested conditionals – Try and Except | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Variables Expressions and Statements
|
||||||||||||||||||||||
Values – Types – variables – variable names and keywords – Statements – Operators and Operands- Expressions - Order of operations – String operations – taking inputs from users – importance of mnemonic variable names – Debugging python code – Conditional executions – Boolean and logical operators – Chained and Nested conditionals – Try and Except | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Variables Expressions and Statements
|
||||||||||||||||||||||
Values – Types – variables – variable names and keywords – Statements – Operators and Operands- Expressions - Order of operations – String operations – taking inputs from users – importance of mnemonic variable names – Debugging python code – Conditional executions – Boolean and logical operators – Chained and Nested conditionals – Try and Except | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
|||||||||||||||||||||
Python Functions and Loops
|
||||||||||||||||||||||
Built in functions – Conversion, Math functions – user defined functions – parameters and arguments – Void functions – Creating UDF for business applications – Electricity bill, ratio analysis, Financial statement analysis, Goodwill and share valuation – Loops - Updating variables – While Loops – Infinite Loops – for loops – counting and summing loops – Maximum and minimum loops | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
|||||||||||||||||||||
Python Functions and Loops
|
||||||||||||||||||||||
Built in functions – Conversion, Math functions – user defined functions – parameters and arguments – Void functions – Creating UDF for business applications – Electricity bill, ratio analysis, Financial statement analysis, Goodwill and share valuation – Loops - Updating variables – While Loops – Infinite Loops – for loops – counting and summing loops – Maximum and minimum loops | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
|||||||||||||||||||||
Python Functions and Loops
|
||||||||||||||||||||||
Built in functions – Conversion, Math functions – user defined functions – parameters and arguments – Void functions – Creating UDF for business applications – Electricity bill, ratio analysis, Financial statement analysis, Goodwill and share valuation – Loops - Updating variables – While Loops – Infinite Loops – for loops – counting and summing loops – Maximum and minimum loops | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
|||||||||||||||||||||
Strings and file operations
|
||||||||||||||||||||||
Length of a string – Traversal through a string through a loop – string slices – Looping and counting – ‘in’ operator – string comparison – string methods – parsing strings – format operator – Files – opening files with file handle- text files and lines – Reading files – searching through a file – Writing files | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
|||||||||||||||||||||
Strings and file operations
|
||||||||||||||||||||||
Length of a string – Traversal through a string through a loop – string slices – Looping and counting – ‘in’ operator – string comparison – string methods – parsing strings – format operator – Files – opening files with file handle- text files and lines – Reading files – searching through a file – Writing files | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
|||||||||||||||||||||
Strings and file operations
|
||||||||||||||||||||||
Length of a string – Traversal through a string through a loop – string slices – Looping and counting – ‘in’ operator – string comparison – string methods – parsing strings – format operator – Files – opening files with file handle- text files and lines – Reading files – searching through a file – Writing files | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:15 |
|||||||||||||||||||||
Python data structures
|
||||||||||||||||||||||
Lists – traversing a list – List operations – list slices – list methods – Lists and Functions – Lists and strings – parsing lines – Dictionaries – Dictionaries and files – Looping and dictionaries – Advanced text parsing – Tuples – Immutability – comparing tuples – tuple assignment – dictionaries and tuples – multiple assignments with dictionaries – program to count most common words – list comprehension – Introduction to pandas data frames. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:15 |
|||||||||||||||||||||
Python data structures
|
||||||||||||||||||||||
Lists – traversing a list – List operations – list slices – list methods – Lists and Functions – Lists and strings – parsing lines – Dictionaries – Dictionaries and files – Looping and dictionaries – Advanced text parsing – Tuples – Immutability – comparing tuples – tuple assignment – dictionaries and tuples – multiple assignments with dictionaries – program to count most common words – list comprehension – Introduction to pandas data frames. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:15 |
|||||||||||||||||||||
Python data structures
|
||||||||||||||||||||||
Lists – traversing a list – List operations – list slices – list methods – Lists and Functions – Lists and strings – parsing lines – Dictionaries – Dictionaries and files – Looping and dictionaries – Advanced text parsing – Tuples – Immutability – comparing tuples – tuple assignment – dictionaries and tuples – multiple assignments with dictionaries – program to count most common words – list comprehension – Introduction to pandas data frames. | ||||||||||||||||||||||
Text Books And Reference Books: Indahningrum, R. putri. (2020). Mastering Machine Learning with scikitlearn (Vol. 2507, Issue 1). http://books.google.com/books?id=fZQeBQAAQBAJ&pgis=1 | ||||||||||||||||||||||
Essential Reading / Recommended Reading Severence, C. R. (2016). Python for Everybody. http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf | ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
COAF202-3 - BUSINESS STATISTICS AND MATHEMATICS (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 on Business Mathematics and Statistics is offered to the students of third semester. In today’s scenario, the issue, facing by managers is not shortage of information but how to use the available information to make evidence-based decisions. This course prepares students to learn to apply commonly used mathematical concepts and statistical methods in business contexts and how to interpret the analyses performed by others. |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Apply probability theory for business decision making
CO2: Experiment hypothesis and perform hypothesis testing and interpret the results of hypothesis tests
CO3: Apply permutation and combination for business problems and decision making CO4: Apply the concept of Matrices and Determinants in solving business problems.
CO5: Acquire proficiency in formulating and solving Linear Programming Problems (LPP) and transportation and assignment problems |
||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
Probability and Distributions
|
|
Meaning of probability – probability theory – approaches to probability – rules of probability - conditional probability – simple problems – bayes’ probability – Random variables. Theoretical distribution – Probability distribution – Bernoulli distribution – binominal distribution – poisson distribution – normal distribution – Skewness and Kurtosis – Central limit theorem | |
Unit-1 |
Teaching Hours:12 |
Probability and Distributions
|
|
Meaning of probability – probability theory – approaches to probability – rules of probability - conditional probability – simple problems – bayes’ probability – Random variables. Theoretical distribution – Probability distribution – Bernoulli distribution – binominal distribution – poisson distribution – normal distribution – Skewness and Kurtosis – Central limit theorem | |
Unit-1 |
Teaching Hours:12 |
Probability and Distributions
|
|
Meaning of probability – probability theory – approaches to probability – rules of probability - conditional probability – simple problems – bayes’ probability – Random variables. Theoretical distribution – Probability distribution – Bernoulli distribution – binominal distribution – poisson distribution – normal distribution – Skewness and Kurtosis – Central limit theorem | |
Unit-2 |
Teaching Hours:15 |
Inferential statistics
|
|
Estimation and test of Hypothesis: Finite and infinite population – Types of sampling– sampling distribution of statistic – standard error and its utility – estimation – point and interval estimates – meaning of confidence interval – Problems - Null and alternative hypotheses – Type I and Type II errors - Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - one tailed and two-tailed test Critical region and value - Decision making. Test of significance for large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit and independence of attributes - problems | |
Unit-2 |
Teaching Hours:15 |
Inferential statistics
|
|
Estimation and test of Hypothesis: Finite and infinite population – Types of sampling– sampling distribution of statistic – standard error and its utility – estimation – point and interval estimates – meaning of confidence interval – Problems - Null and alternative hypotheses – Type I and Type II errors - Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - one tailed and two-tailed test Critical region and value - Decision making. Test of significance for large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit and independence of attributes - problems | |
Unit-2 |
Teaching Hours:15 |
Inferential statistics
|
|
Estimation and test of Hypothesis: Finite and infinite population – Types of sampling– sampling distribution of statistic – standard error and its utility – estimation – point and interval estimates – meaning of confidence interval – Problems - Null and alternative hypotheses – Type I and Type II errors - Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - one tailed and two-tailed test Critical region and value - Decision making. Test of significance for large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit and independence of attributes - problems | |
Unit-3 |
Teaching Hours:8 |
Basic Mathematics
|
|
Permutation and Combination: – Definition, Factorial notation, permutations with repetitions; restricted permutations. Definition of combination; Basic identities; restricted combinations. | |
Unit-3 |
Teaching Hours:8 |
Basic Mathematics
|
|
Permutation and Combination: – Definition, Factorial notation, permutations with repetitions; restricted permutations. Definition of combination; Basic identities; restricted combinations. | |
Unit-3 |
Teaching Hours:8 |
Basic Mathematics
|
|
Permutation and Combination: – Definition, Factorial notation, permutations with repetitions; restricted permutations. Definition of combination; Basic identities; restricted combinations. | |
Unit-4 |
Teaching Hours:12 |
Matrices and Determinants
|
|
Definition of a matrix; types of matrices; Algebra of matrices, Properties of determinants; calculations of values of determinants upto third order; Adjoint of a matrix, inverse of Matrix (Simple Problems only). Solution of a system of linear equations using Cramer’s Rule and Matrix method, Applications of Matrices and Determinants in business | |
Unit-4 |
Teaching Hours:12 |
Matrices and Determinants
|
|
Definition of a matrix; types of matrices; Algebra of matrices, Properties of determinants; calculations of values of determinants upto third order; Adjoint of a matrix, inverse of Matrix (Simple Problems only). Solution of a system of linear equations using Cramer’s Rule and Matrix method, Applications of Matrices and Determinants in business | |
Unit-4 |
Teaching Hours:12 |
Matrices and Determinants
|
|
Definition of a matrix; types of matrices; Algebra of matrices, Properties of determinants; calculations of values of determinants upto third order; Adjoint of a matrix, inverse of Matrix (Simple Problems only). Solution of a system of linear equations using Cramer’s Rule and Matrix method, Applications of Matrices and Determinants in business | |
Unit-5 |
Teaching Hours:13 |
Linear Programming in Excel
|
|
Linear Programming Problem – Formulation – Simplex method – LPP in Excel- Transportation Problem – Initial Basic Feasible solution – Degeneracy – Optimality check –Assignment Problems – Transportation and Assignment problems in Excel. | |
Unit-5 |
Teaching Hours:13 |
Linear Programming in Excel
|
|
Linear Programming Problem – Formulation – Simplex method – LPP in Excel- Transportation Problem – Initial Basic Feasible solution – Degeneracy – Optimality check –Assignment Problems – Transportation and Assignment problems in Excel. | |
Unit-5 |
Teaching Hours:13 |
Linear Programming in Excel
|
|
Linear Programming Problem – Formulation – Simplex method – LPP in Excel- Transportation Problem – Initial Basic Feasible solution – Degeneracy – Optimality check –Assignment Problems – Transportation and Assignment problems in Excel. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
| |
COM101-3 - BUSINESS ANALYTICS (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 offers a comprehensive introduction to business analytics, focusing on essential principles and methodologies for extracting actionable insights from data to facilitate informed decision-making in diverse organizational contexts. Covering descriptive, predictive, and prescriptive analytics, students will learn to analyze, visualize, and model data effectively, employing statistical techniques, probability distributions, and regression analysis. Emphasis is placed on practical applications, with hands-on experience in database analytics, data visualization, and predictive modeling. Additionally, students will explore prescriptive analytics methods such as linear and nonlinear optimization, simulation, and risk analysis to optimize decision-making processes. Through a combination of theoretical foundations and practical exercises, students will develop the skills necessary to harness the power of data for strategic decision-making and organizational success. Course Objectives
|
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Learning Outcome |
|
CO1: Demonstrate the foundational principles and methodologies of business analytics. CO2: Develop proficiency in descriptive analytics techniques for summarizing and interpreting data. CO3: Gain practical experience in predictive analytics, including trend analysis, regression modeling, and forecasting. CO4: Acquire skills in prescriptive analytics to optimize decision-making through linear and nonlinear optimization methods. CO5: Apply analytical tools and techniques to real-world business scenarios, fostering strategic decision-making and organizational improvement. |
|
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||
Introduction to Business Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Conceptual Business Analytics – Evolution of Business Analytics - Concept of analytics and its significance in decision-making processes. Understanding the science behind data-driven decision-making in various business contexts. Exploring the 5V's of data (Volume, Velocity, Variety, Veracity, and Value) and their impact on analytics. Types of Analytics: Descriptive, Predictive, and Prescriptive, and their respective purposes. Examining the Business Analytics maturity curve and its implications. Application fields of Business Analytics: Marketing, Finance, HR, Operations, Sports, Healthcare, etc. Framework for Data-Driven Decision Making and Analytics Capability Building. Roadmap for developing analytics capabilities within organizations. Challenges in Data-Driven Decision Making and Future Trends in Business Analytics. Problem-solving methodologies with analytics. CRISP Framework for Business Analytics.
Cases on data-driven decision-making | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
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Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||
Descriptive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Applications Introduction to Descriptive Analytics, Data Types - Structured and Unstructured Data, Cross-Sectional, Time Series, and Panel Data. Types of Data Measurement Scales, Measures of Central Tendency, Percentile, Decile, and Quartile, Measures of Variation, Measures of Shape-Skewness and Kurtosis. Frequency Distribution and Histogram. Correlation analysis, Data Visualization – Histogram, Bar chart, Pie Chart, Scatter Plot using Excel. Application of these concepts in the fields of finance, human resources, marketing, etc.
Exercises And Cases: Descriptive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
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Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||||||||||||||||
Predictive Analytics
|
|||||||||||||||||||||||||
Level of Knowledge: Analytical and Applications Modeling Relationships and Trends in Data, Analytics in Practice: Using Predictive Trendline Models, Simple Linear Regression, Finding the Best-Fitting Regression Line, Using Regression Models for Prediction, Least-Squares Regression, Simple Linear Regression with Excel, Regression as Analysis of Variance, Testing Hypotheses for Regression Coefficients, Confidence Intervals for Regression Coefficients, Residual Analysis, and Regression Assumptions, Checking Assumptions, Multiple Linear Regression, Analytics in Practice: Using Linear Regression and Interactive Risk Simulators to Predict Performance, Building Good Regression Models, Correlation and Multicollinearity, Practical Issues in Trendline and Regression Modeling, Regression with Categorical Independent Variables, Categorical Variables with More Than Two Levels. Application of these concepts in the fields of finance, human resources, marketing, etc.
Case and Exercise: Predictive Analytics | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Prescriptive Analytics and Decision-Making
|
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Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||
Prescriptive Analytics and Decision-Making
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Optimization Model – Elements of Optimization model. Assumptions of Linear Programming. Developing a Linear Optimization Model for a business scenario. Formulating Decision problem – Decision outcome with and without outcome probabilities.
Exercises and Cases: Prescriptive and Decision Analysis. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Trends in Business Analytics and Data Visualization
|
|||||||||||||||||||||||||
Level of Knowledge: Application and Analytical Data Mining - Artificial Intelligence and Machine Learning - Fundamentals of AI and ML - Applications of AI/ML in business analytics. IoT and Sensor Data Analytics - Internet of Things (IoT) and its impact on data generation - Sensor data analytics for predictive maintenance, supply chain optimization, etc. Case studies and industry examples. Blockchain and Data Security - Overview of blockchain technology - Applications in data security and integrity - Implications for business analytics and data management.
Data Visualization - Introduction to advanced visualization techniques (e.g., interactive visualizations, geospatial visualizations) - Emerging trends in data visualization (e.g., VR/AR, storytelling with data) - Practical exercises using visualization tools. | |||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||
COM161-3 - SERVICE LEARNING AND COMMUNITY ENGAGEMENT (2023 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Descrption: This course is designed to provide commerce students with an opportunity to engage in meaningful service learning activities in their local community. Through a combination of classroom instruction, reflection, and hands-on service, students will gain knowledge and skills on the importance of civic engagement and its impact on the community. Students will be able to use domain specific knowledge to co create solutions in the community. Students will learn about the need for service-learning in the business world, the benefits of service-learning, and the various ways in which service-learning can be implemented. Course Objectives:
The Service-Learning course enables students to integrate commerce knowledge with real-world applications, emphasizing critical thinking, communication, leadership, and social responsibility. Students actively participate in community service projects, applying analytical skills to address business challenges and reflecting on their learning. The course promotes academic and practical learning synthesis, fostering personal growth and a sense of social responsibility. Students have ample opportunities to demonstrate leadership roles, and through collaborative efforts, they complete meaningful service projects. This course allows students to hone their personal, interpersonal, and social skills through service learning.
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Learning Outcome |
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CO1: To demonstrate their ability to apply commerce knowledge to real-world situations, communicate effectively with diverse groups of people, work collaboratively in teams. CO2: To reflect on their experiences before, during, and after the service learning project, and assess the individuals' skills developed. CO3: To exhibit teamwork in the planning and execution of meaningful service learning projects and report presentation. CO4: To showcase appreciation for the discipline knowledge through service learning initiatives in the field of commerce. |
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Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
|
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
|
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
|
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
|
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Introduction to Service learning and Community Engagement
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Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia. Exploring the Intersection of Business and Community Impact, Overview of Service-Learning Types of Service-Learning, Stages in Service Learning Needs Assessment: Identifying community partners, Conducting needs assessment, Community mapping, Reflecting on Personal Expectations and Preconceptions, Finalizing the community for service learning project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Planning and Designing Service Learning Projects
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Investigating Community Problems and Aligning Course Objectives and Outcomes, Identifying Relevant Literature for the problem, PRA tools, Reflection: Kolb's Model of Experiential Learning, Types of reflection, Reflective Journals and Diary, Planning and Designing the Service Learning Project (Block 8 Model), Plan for Effective Implementation, Reflect on Challenges, Reciprocal Learning Moments, and Adaptations | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Theoretical Models and Impact Analysis
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Exploring Theoretical Models for Solving Community Problems and Understanding Their Applicability, Reflections on the Selected Model for the service learning project, Presentation of possible Impact and Effectiveness of the Service Learning Project, Executing the service learning Project, Preparing and Delivering Project Deliverables, Review the project and conduct impact analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Project Outcomes and Reflection
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Excution of service learning project, Showcasing Project Outcomes, Celebrating Achievements, and Reflecting on the Overall Service-Learning Experience, Showcasing Project Outcomes, Final review and assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Component 1: Needs Assessment and Community Mapping (20 marks) Students must form groups to identify a community partner and dedicate two hours per week, totalling 30 plus hours throughout the semester, to participate in supervised community engagement The activities can include sensitising children and youth, organizing community events, conducting need assessments, and raising awareness about issues affecting the rights and interests of the community. At the beginning, students are required to prepare the 8-block model to guide the supervised community service. To conclude the required service-learning hours, students must obtain a certificate of completion from the community partner /submit feedback from and analysis from the community. Assignment details: Individual submission Learning outcomes: At the successful completion of supervised community service field work students will be able to: LO 1: Conduct the need assessment and design an effective intervention LO2: Develop flexibility and adaptive skills for intervention. LO3: Exhibits positive interaction with community.
Component 2: Service-Learning reflective journal (20 marks for individual Reflection) Assessment description: Assessment Description: Students are required to submit a reflective journal entry, documenting their experiences during the service-learning activities. Reflection is in depth and insightful analysis of personal experiences, actions, and their broader implications, delving into critical examination and self-awareness. It should bring connection to the reflective narrative and learning outcomes. The reflective piece not only provides personal insights and realizations but also embraces alternative perspectives, showcasing an open-mindedness and willingness to learn from diverse viewpoints. It should address challenges faced during the journey, offering a balanced narrative that includes both setbacks and successes. Reflection should be organized, clear, and authentic.
Assignment Details: Individual/Group Reflection Learning outcomes: ü Students will demonstrate the ability to critically analyse personal experiences, actions, and their broader implications. ü Students will articulate how the experiential learning aligns with and contributes to their personal and/or academic growth. ü Students will recognize and articulate moments of self-discovery and increased awareness of their strengths and areas for improvement. ü Students will candidly identify and discuss challenges faced during their experiences, demonstrating resilience and problem-solving skills.
Component 3 Weekly presentation and Group Activity and submissions
This assignment involves participating in weekly service-learning and group engagement activities to promote personal and professional growth. Each week, you will engage in activities, reflect on your experiences, and document your contributions. Your performance will be assessed based on your engagement, coordination of skills, connection to learning outcomes, emotional resilience, and critical analysis of challenges.
Learning Outcomes Effective Teamwork and Cooperation: Timely Submission and Responsibility: Strategic Task Assignment and Execution Negotiation and Collaboration
Component 4: Service-Learning Report Students are required to submit a comprehensive service-learning project report, highlighting their engagement, activities, and outcomes during the service-learning initiative. The report should be well-structured, demonstrating a clear connection between theoretical concepts, practical application, and meaningful service to the community. The assessment encompasses various aspects of the project, including the identification of community needs, the design and implementation of activities, challenges faced, and the overall impact achieved. Additionally, students are expected to provide the alignment of the project with academic content, ethical considerations, and project planning and implementation and mapping to SDGs
Component 5: Service-Learning VIVA
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COM181-3 - HEALTHFUL LIVING (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description This course is framed to help young adults (aged 18-26) develop healthy food habits, understand their bodies and that of the opposite gender, and improve their attitudes towards their health (physical and mental), hygiene, sexual and reproductive health; and become responsible social citizens and develop digital behaviours. |
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Learning Outcome |
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CO1: Create awareness about the nutrition cycle and how to live a healthy lifestyle CO2: Develop understanding about types of relationships, and the differences between healthy and non-healthy relationships CO3: Generate understanding about the menstrual cycle, sexual health, and sexual behaviour CO4: Create awareness about substance and alcohol abuse, and their effects on the body - Health Screenings |
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Unit-1 |
Teaching Hours:2 |
Health and Safety
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Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
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Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
|
|
Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
|
|
Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
|
|
Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
|
|
Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
|
|
Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-1 |
Teaching Hours:2 |
Health and Safety
|
|
Level of Knowledge: Conceptual and Application
Healthy Eating Plate – Eating Disorders & its Types – Mental Disorders & its Types, Stress – Sleep – Signs of Suicide, Gatekeeper Training, First Aid, Fire and Safety, and CPR (Cardiopulmonary resuscitation) | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
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Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-2 |
Teaching Hours:5 |
Healthy Relations
|
|
Relationships between family and friends – types of friend circles, the importance of choosing the right friendships – Differences between Love-Lust-Infactuation – Gender Identity – LGBTQ – Dating – Consent – Personal skills (communication in relationships, negotiation, decision-making, art of listening), boundary setting, Domestic Violence, and Positive Parenting and Family Education Programs (Session for the parents), Counseling and Mentoring | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-3 |
Teaching Hours:5 |
Reproductive Health & Safety (RHS)
|
|
The reproductive system of both girls and boys – Body Positivity – Menstrual Cycle – Safe sex – Recognize Boundaries – STI’S – Contraception – Teen Pregnancies – Making smart sexual decisions – sexual harassment issues – pornography addiction–Hookup Culture. | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
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ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Unit-4 |
Teaching Hours:3 |
Psychedelics
|
|
ATOD (Alcohol, Tobacco, and Other Drugs) - Types & Way of Intake & Effect on the Body – E-cigarette/Vaping – Illegal Drugs & Substance abuse/OTC (Over The Counter) - Early Detection | |
Text Books And Reference Books: 1. Let's Talk About It: The Teen's Guide to Sex, Relationships, and Being a Human By: Erika Moen and Matthew Nolan 2. The Complete Book of Sex Education By: Dr. Rajan Bhonsle 3. You Can Do It: Health, wellness, and healthy living for those who have tried everything else By: Jasinda Wilder 4. High: Everything You Want to Know About Drugs, Alcohol, and Addiction By: David Sheff
| |
Essential Reading / Recommended Reading .Essentials of medical pharmacology By: KD Tripathi | |
Evaluation Pattern Final Assessment to be done at the Department Level consisting of 50 multiple choice questionsto be answered carrying 1 mark each. | |
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 |
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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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Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
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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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-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 |
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Text Books And Reference Books: Le Robert et Nathan, Conjugaison, English Edition | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern I. Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion Paper Pattern· Section A - Test of linguistic ability through grammar components – 10 marks · Section B - Test of translating abilities and comprehension, short answers - 20 marks · Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks CIA -1 10 marks CIA- 2 50 marks CIA –3 10 marks ESE 50 marks.
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GER181-3 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills. Course Objectives:
· To achieve language proficiency skills on the basic level · To develop the skills demonstrated in the ability to interpret simple texts · To attain some transcultural competency: an awareness of cross-cultural differences between societies. · To develop the ability to formulate basic questions. |
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Learning Outcome |
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CO1: Listen, understand, and respond to short recordings about everyday life. CO2: Be familiar with the socio-cultural aspects of the language. CO3: Remember and apply basic rules of grammar. CO4: Write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO5: Speak about oneself/ others / the immediate environment / engage in simple conversation. |
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Unit-1 |
Teaching Hours: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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
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 contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Kavita Sanchay’ (Collection of Poems) Edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. SaralSubodh Hindi Vyakaran, By: MotilalChaturvedi. Vinod 3. AnuvadEvam Sanchar – Dr.PooranchandTandon, Rajpal and Son’s 4. AnuvadVignan By:Bholanath Tiwari 5. Anuvad Kala By: N.E VishwanathIyer
| |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination 3 Sem – BCom/BBA Course Code-HIN282-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BCom/BBA Course Code-HIN282-3 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
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
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Unit-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
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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
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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
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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
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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
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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
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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
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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
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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
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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
| |
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 | |
KAN282-3 - KANNADA (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 B.Com Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Poems, selected post modern fictions and non fictions. The syllabus will help them to learn and write a different forms of business letters. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
|
|
Learning Outcome |
|
CO1: Expose learners to the post modern writings. CO2: Able to understand the literary genre CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings CO5: Able to make business correspondence in Kannada
|
|
Unit-1 |
Teaching Hours:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:10 |
Post Modern -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:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-3 |
Teaching Hours:10 |
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:10 |
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:10 |
Selected Prose
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|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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:10 |
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
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|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business 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 Post Collonial writings in Kannada ee Shatamaanada Kaavya | |
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. |
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Learning Outcome |
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CO1-5: Course outcomes: The purpose of any language is to equip the learner with the four essential skills i.e., LSRW. In keeping with the same, the course outcomes in the second year, Basic Korean Language course have been formulated as follows. At the end of basic level 1 , the student would be able to - - listen, understand and respond to short recordings about everyday life. - be familiar with the socio-cultural aspects of the language. - remember and apply basic rules of grammar. - write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. - speak about oneself/ others / the immediate environment / engage in simple conversation. |
|
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
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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
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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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
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Text Books And Reference Books: Textbook: Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |
Essential Reading / Recommended Reading Reference books: 1. Grammar and vocabulary supplementary book 2. Korean Culture 77. | |
Evaluation Pattern Question Paper Pattern ▪ Section A - Test of linguistic ability through grammar components – 10 marks ▪ Section B - Test of translating abilities and comprehension, short answers – 20 marks ▪ Section C - Test of writing skills / Dialogue and Essay writing – 20 mark | |
SAN181-3 - BASIC SANSKRIT (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary. |
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Learning Outcome |
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CO1: Identify and understand the alphabet and vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills. |
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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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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SAN282-3 - 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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Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. Dandin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. 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 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
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Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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|
Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-3 |
Teaching Hours:8 |
Grammar
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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
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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
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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
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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
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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
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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
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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. Dandin’s Dashakumara Caritam by Arthur W Ryder 2. Barthruhari’s nitishatakam by sugyan kumar
1. 3 Sanskrit Grammar Kannada version by Dr. Satish Hegde.
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Essential Reading / Recommended Reading 1. Dandin's Kavyadarsa, Parichcheda -2 S.K. Belvalkar & Rangacharya B. Raddi 2. Nitishatakam of Bhartrhari Dr. Rajeshwar Kumar. 3. Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale
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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.
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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 |
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“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. |
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Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-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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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
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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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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-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 | |
TAM282-3 - TAMIL (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:2 |
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: Appreciate the various values of patriotism & devotion. CO2: About the moral values and lead the life simple. CO3: Appreciate the knowledge ,moral values from the short stories and criticism. CO4: It helps to know the ethics of the life through grammar. |
|
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
|
1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
|
KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
|
Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
|
Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
|
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Letter Writing – Commercial Letters. | |
Text Books And Reference Books: 1. Naan virumbum kavizhar Bharathiyar by Rajkumar. | |
Essential Reading / Recommended Reading 1. Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- | |
Evaluation Pattern CIA 1 Class test CIA 2 Mid semester examination CIA 3 Class test | |
COAF101-4 - INTRODUCTION TO MACHINE LEARNING (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 introduces the concept of machine learning and gives a hands on practice to students to build supervised and unsupervised learning models for classification, regression tasks. This course also introduces reinforcement learning concepts in unit 5. Python programming is a prerequisite for this course. This course employs open source python libraries like Scikit Learn, Pandas and Tensor Flow for practice. |
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Learning Outcome |
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CO1: Apply machine learning tools to aid business decisions CO2: Apply supervised machine learning algorithms for classification, prediction and forecasting CO3: Apply Unsupervised machine learning algorithms for clustering and segmentation CO4: Recall concepts of Reinforcement learning |
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Unit-1 |
Teaching Hours:15 |
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Introduction to Machine Learning
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Data mining and Machine learning – Machine learning and statistics – Data mining and ethics – Instances – Attributes and Target - Visualization of data- Data pre-processing – isnull() - dropna – fillna -data scaler- coding text columns to numeric columns – pd.get_dummies() – map() – OneHotEncoder() -Training, Validation and Test data set – Cross validation – Scikit Learn library– Train-Test Split – Stratified Random sampling. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction to Machine Learning
|
||||||||||||||||||||||
Data mining and Machine learning – Machine learning and statistics – Data mining and ethics – Instances – Attributes and Target - Visualization of data- Data pre-processing – isnull() - dropna – fillna -data scaler- coding text columns to numeric columns – pd.get_dummies() – map() – OneHotEncoder() -Training, Validation and Test data set – Cross validation – Scikit Learn library– Train-Test Split – Stratified Random sampling. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
|||||||||||||||||||||
Introduction to Machine Learning
|
||||||||||||||||||||||
Data mining and Machine learning – Machine learning and statistics – Data mining and ethics – Instances – Attributes and Target - Visualization of data- Data pre-processing – isnull() - dropna – fillna -data scaler- coding text columns to numeric columns – pd.get_dummies() – map() – OneHotEncoder() -Training, Validation and Test data set – Cross validation – Scikit Learn library– Train-Test Split – Stratified Random sampling. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Classification Models
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Classification Algorithms with Scikit Learn library –Logistic Regression - Decision trees – Pruning of a tree - Neural Networks - Structure of an NN – Training a NN- Multi-Layer Perceptron – K Nearest Neighbour classifier and Support Vector Machines- Ensemble methods – Bagging – Boosting – ADA Boosting – Random forest classifier – Gradient Boosting classifier - HistGradientBoosting classifier - catboost classifier - Performance evaluation – Accuracy – Recall – Precision- F1-Score – classification report and confusion matrix – Hyper parameter tuning – GridSearchCV – best score and best parameters from grid search – Feature selection algorithms – Binary and multiclass classification.
Practical exercises: Smoker classification, Admission prediction, Fraud detection, House price prediction , Loan Application processing, | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Classification Models
|
||||||||||||||||||||||
Classification Algorithms with Scikit Learn library –Logistic Regression - Decision trees – Pruning of a tree - Neural Networks - Structure of an NN – Training a NN- Multi-Layer Perceptron – K Nearest Neighbour classifier and Support Vector Machines- Ensemble methods – Bagging – Boosting – ADA Boosting – Random forest classifier – Gradient Boosting classifier - HistGradientBoosting classifier - catboost classifier - Performance evaluation – Accuracy – Recall – Precision- F1-Score – classification report and confusion matrix – Hyper parameter tuning – GridSearchCV – best score and best parameters from grid search – Feature selection algorithms – Binary and multiclass classification.
Practical exercises: Smoker classification, Admission prediction, Fraud detection, House price prediction , Loan Application processing, | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
|||||||||||||||||||||
Classification Models
|
||||||||||||||||||||||
Classification Algorithms with Scikit Learn library –Logistic Regression - Decision trees – Pruning of a tree - Neural Networks - Structure of an NN – Training a NN- Multi-Layer Perceptron – K Nearest Neighbour classifier and Support Vector Machines- Ensemble methods – Bagging – Boosting – ADA Boosting – Random forest classifier – Gradient Boosting classifier - HistGradientBoosting classifier - catboost classifier - Performance evaluation – Accuracy – Recall – Precision- F1-Score – classification report and confusion matrix – Hyper parameter tuning – GridSearchCV – best score and best parameters from grid search – Feature selection algorithms – Binary and multiclass classification.
Practical exercises: Smoker classification, Admission prediction, Fraud detection, House price prediction , Loan Application processing, | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Regression Models
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Regression algorithms – Linear Regression – Random forest regressor – Gradient Boosting Regressor– time series models with time and seasonal dummy variables - forecasting - Time series forecasting with skforecast – metrics for evaluating regression forecast – MSE - MAE – MAPE and R squared.
Practical Exercises Airline passenger number forecasting – Sales forecasting – Asset price forecasting | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
Regression Models
|
||||||||||||||||||||||
Regression algorithms – Linear Regression – Random forest regressor – Gradient Boosting Regressor– time series models with time and seasonal dummy variables - forecasting - Time series forecasting with skforecast – metrics for evaluating regression forecast – MSE - MAE – MAPE and R squared.
Practical Exercises Airline passenger number forecasting – Sales forecasting – Asset price forecasting | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
Regression Models
|
||||||||||||||||||||||
Regression algorithms – Linear Regression – Random forest regressor – Gradient Boosting Regressor– time series models with time and seasonal dummy variables - forecasting - Time series forecasting with skforecast – metrics for evaluating regression forecast – MSE - MAE – MAPE and R squared.
Practical Exercises Airline passenger number forecasting – Sales forecasting – Asset price forecasting | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Clustering Algorithms
|
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Customer segmentation – customer Clustering – K means clustering - Choosing the number of clusters – Elbow method - Hierarchical Clustering – Incremental Clustering – Probability based clustering – EM Algorithm – Bayesian Clustering.
Practical Exercises: Customer Segmentation, Glass Type clustering. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
Clustering Algorithms
|
||||||||||||||||||||||
Customer segmentation – customer Clustering – K means clustering - Choosing the number of clusters – Elbow method - Hierarchical Clustering – Incremental Clustering – Probability based clustering – EM Algorithm – Bayesian Clustering.
Practical Exercises: Customer Segmentation, Glass Type clustering. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
|||||||||||||||||||||
Clustering Algorithms
|
||||||||||||||||||||||
Customer segmentation – customer Clustering – K means clustering - Choosing the number of clusters – Elbow method - Hierarchical Clustering – Incremental Clustering – Probability based clustering – EM Algorithm – Bayesian Clustering.
Practical Exercises: Customer Segmentation, Glass Type clustering. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Introduction to Reinforcement Learning
|
||||||||||||||||||||||
Concept – creating an agent to learn – reward function – Markov decision processes – sequential decision making under uncertainty – Dynamic Programming – Value function approximation – Policy Gradient methods | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Introduction to Reinforcement Learning
|
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Concept – creating an agent to learn – reward function – Markov decision processes – sequential decision making under uncertainty – Dynamic Programming – Value function approximation – Policy Gradient methods | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||
Introduction to Reinforcement Learning
|
||||||||||||||||||||||
Concept – creating an agent to learn – reward function – Markov decision processes – sequential decision making under uncertainty – Dynamic Programming – Value function approximation – Policy Gradient methods | ||||||||||||||||||||||
Text Books And Reference Books: Géron, A. (2019). Hands-on Machine Learning whith Scikit-Learing, Keras and Tensorfow. In O’Reilly Media, Inc. | ||||||||||||||||||||||
Essential Reading / Recommended Reading Indahningrum, R. putri. (2020). Mastering Machine Learning with scikitlearn (Vol. 2507, Issue 1). http://books.google.com/books?id=fZQeBQAAQBAJ&pgis=1
scikit-learn developers. (2017). scikit-learn user guide Release 0.18.2 scikit-learn developers. 1–2050. https://scikit-learn.org/0.18/_downloads/scikit-learn-docs.pdf | ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
COAF201-4 - FINANCIAL SYSTEM AND SERVICES (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Description: This course provides a comprehensive understanding of the financial system, capital market, money market, microfinance, and technology in financial services. It covers the key concepts, principles, and practices related to primary and secondary markets, financial intermediaries, and regulatory frameworks. Students will learn about the various financial instruments, investment options, and techniques used in the capital market, including IPOs, FPOs, ADRs, GDRs, and book building. The course also covers the functions of the stock exchange, depositories, and clearing and settlement procedures. In addition, students will gain an understanding of the money market and its composition, features, and importance, including the role of the RBI and commercial banks. The course will also examine microfinance and its models, initiatives, and issues, as well as the impact of digital transformation, fintech, and AI on the financial services sector. |
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Learning Outcome |
||||||||||||||||||||||
CO1: Understand the key concepts, principles, and practices related to the financial system and capital market, including primary and secondary markets, financial intermediaries, and regulatory frameworks. CO2: Analyze the various financial instruments, investment options, and techniques used in the capital market, including IPOs, FPOs, ADRs, GDRs, and book building. CO3: Explain the functions of the stock exchange, depositories, and clearing and settlement procedures. CO4: Identify the composition, features, and importance of the money market, including the role of the RBI and commercial banks. CO5: Evaluate the models, initiatives, and issues related to microfinance and its impact on poverty, economic and rural development, and women empowerment. CO6: Assess the impact of digital transformation, fintech, and AI on the financial services sector, including the ethical considerations and cybersecurity threats. |
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Unit-1 |
Teaching Hours:10 |
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Financial System & Capital Market - Primary Market
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Level of Knowledge: Basic and Conceptual Financial System, Financial Assets, Financial Intermediaries, Key Elements of well-functioning Financial System, Indicators of Financial Development. Capital markets- meaning; Classification of the capital market; Primary market, Functions of new issue market, Methods of floating new issue - offer for sale, fresh issue, Private placement, Book building, Rights issue, FPO, ESOP. Live demand and supply for IPO book building, Red herring prospectus – purpose, content and procedures, Intermediaries in the new issue market; Role of registrars, brokers, bankers, and Underwriters in the new issue. Raising of funds from International Markets: ADRs and GDRs, FCCB and Euro Issues. SEBI guidelines for new issue, FPO, private placement, book building, and right issues.
Case Study: Paytm, LIC, Adani FPO, IPO why it is failed. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
|||||||||||||||||||||
Financial System & Capital Market - Primary Market
|
||||||||||||||||||||||
Level of Knowledge: Basic and Conceptual Financial System, Financial Assets, Financial Intermediaries, Key Elements of well-functioning Financial System, Indicators of Financial Development. Capital markets- meaning; Classification of the capital market; Primary market, Functions of new issue market, Methods of floating new issue - offer for sale, fresh issue, Private placement, Book building, Rights issue, FPO, ESOP. Live demand and supply for IPO book building, Red herring prospectus – purpose, content and procedures, Intermediaries in the new issue market; Role of registrars, brokers, bankers, and Underwriters in the new issue. Raising of funds from International Markets: ADRs and GDRs, FCCB and Euro Issues. SEBI guidelines for new issue, FPO, private placement, book building, and right issues.
Case Study: Paytm, LIC, Adani FPO, IPO why it is failed. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
|||||||||||||||||||||
Financial System & Capital Market - Primary Market
|
||||||||||||||||||||||
Level of Knowledge: Basic and Conceptual Financial System, Financial Assets, Financial Intermediaries, Key Elements of well-functioning Financial System, Indicators of Financial Development. Capital markets- meaning; Classification of the capital market; Primary market, Functions of new issue market, Methods of floating new issue - offer for sale, fresh issue, Private placement, Book building, Rights issue, FPO, ESOP. Live demand and supply for IPO book building, Red herring prospectus – purpose, content and procedures, Intermediaries in the new issue market; Role of registrars, brokers, bankers, and Underwriters in the new issue. Raising of funds from International Markets: ADRs and GDRs, FCCB and Euro Issues. SEBI guidelines for new issue, FPO, private placement, book building, and right issues.
Case Study: Paytm, LIC, Adani FPO, IPO why it is failed. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:16 |
|||||||||||||||||||||
Capital Market - Secondary Market
|
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Level of Knowledge: Conceptual and Practical Secondary markets – Stock Exchange – growth of stock exchange, functions of the stock exchange, Index and Index Calculations (Nifty or Sensex Constituents & Methodology), functions of indices, Major Indices in India, OTCEI (over-the counter exchange of India), meaning and function of Depositories & Depositories participants, Clearing and rolling settlement procedure in Indian Capital markets. Corporate actions – Dividend – Ex-dividend - record date - book closure date, bonus issue, stock split, reverse stock split and buy backs. SEBI as capital market regulator - Objectives, Functions, Powers, SEBI and government, SEBI guidelines on secondary markets, corporate actions, buyback of shares. Global Market: Global equity market and Indices, Ways to invest in the global markets. Practicals: Opening DEMAT and Trading account, Stock Market data view – Script name, Symbol, LTP vs CMP, Bid Ask Price, 52 week high and low, Open, Close, High, Low, Volume, Market Capitalization, Advances and Declines, Face value, Market circuit filters and its application, Case Discussion: Stock Market cases – Harshad Mehta Scam, Ketan Parikh Scam, etc.,
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:16 |
|||||||||||||||||||||
Capital Market - Secondary Market
|
||||||||||||||||||||||
Level of Knowledge: Conceptual and Practical Secondary markets – Stock Exchange – growth of stock exchange, functions of the stock exchange, Index and Index Calculations (Nifty or Sensex Constituents & Methodology), functions of indices, Major Indices in India, OTCEI (over-the counter exchange of India), meaning and function of Depositories & Depositories participants, Clearing and rolling settlement procedure in Indian Capital markets. Corporate actions – Dividend – Ex-dividend - record date - book closure date, bonus issue, stock split, reverse stock split and buy backs. SEBI as capital market regulator - Objectives, Functions, Powers, SEBI and government, SEBI guidelines on secondary markets, corporate actions, buyback of shares. Global Market: Global equity market and Indices, Ways to invest in the global markets. Practicals: Opening DEMAT and Trading account, Stock Market data view – Script name, Symbol, LTP vs CMP, Bid Ask Price, 52 week high and low, Open, Close, High, Low, Volume, Market Capitalization, Advances and Declines, Face value, Market circuit filters and its application, Case Discussion: Stock Market cases – Harshad Mehta Scam, Ketan Parikh Scam, etc.,
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:16 |
|||||||||||||||||||||
Capital Market - Secondary Market
|
||||||||||||||||||||||
Level of Knowledge: Conceptual and Practical Secondary markets – Stock Exchange – growth of stock exchange, functions of the stock exchange, Index and Index Calculations (Nifty or Sensex Constituents & Methodology), functions of indices, Major Indices in India, OTCEI (over-the counter exchange of India), meaning and function of Depositories & Depositories participants, Clearing and rolling settlement procedure in Indian Capital markets. Corporate actions – Dividend – Ex-dividend - record date - book closure date, bonus issue, stock split, reverse stock split and buy backs. SEBI as capital market regulator - Objectives, Functions, Powers, SEBI and government, SEBI guidelines on secondary markets, corporate actions, buyback of shares. Global Market: Global equity market and Indices, Ways to invest in the global markets. Practicals: Opening DEMAT and Trading account, Stock Market data view – Script name, Symbol, LTP vs CMP, Bid Ask Price, 52 week high and low, Open, Close, High, Low, Volume, Market Capitalization, Advances and Declines, Face value, Market circuit filters and its application, Case Discussion: Stock Market cases – Harshad Mehta Scam, Ketan Parikh Scam, etc.,
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
Money Market
|
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Level of Knowledge: Basic and Conceptual Money Market and Capital Market, Definition, Features, Objectives, Importance, Composition of Money Market, Money Market Instruments, Structure of Indian Money Market, Features of Indian Money Market, Features of a Developed Money Market, Call Money Market, Recent Developments, the role of RBI and Commercial Banks in the Indian Money market - The Impact of credit policy of RBI on financial markets, Inflation index, WPI & CPI.
Case Study: Inflation and its measures to control. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
Money Market
|
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Level of Knowledge: Basic and Conceptual Money Market and Capital Market, Definition, Features, Objectives, Importance, Composition of Money Market, Money Market Instruments, Structure of Indian Money Market, Features of Indian Money Market, Features of a Developed Money Market, Call Money Market, Recent Developments, the role of RBI and Commercial Banks in the Indian Money market - The Impact of credit policy of RBI on financial markets, Inflation index, WPI & CPI.
Case Study: Inflation and its measures to control. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||||||||||||||
Money Market
|
||||||||||||||||||||||
Level of Knowledge: Basic and Conceptual Money Market and Capital Market, Definition, Features, Objectives, Importance, Composition of Money Market, Money Market Instruments, Structure of Indian Money Market, Features of Indian Money Market, Features of a Developed Money Market, Call Money Market, Recent Developments, the role of RBI and Commercial Banks in the Indian Money market - The Impact of credit policy of RBI on financial markets, Inflation index, WPI & CPI.
Case Study: Inflation and its measures to control. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
|||||||||||||||||||||
Microfinance
|
||||||||||||||||||||||
Level of Knowledge: Basic and Conceptual
Microfinance – Meaning, definition and conceptual framework and its history– Models of microfinance – Microcredit Vs Micro-savings Vs Microfinance – Microfinance institutions (MFI) Development of microfinance in India – GOI, RBI, MFDF and NABARD initiatives for development of microfinance in India – Innovative microfinance models in India – Issues faced by microfinance in India-Micro delivery mechanism – case study of SKS MFI and Grameen Bank-NGO and SHG. Y.H. Malegam committee report on Microfinance – Microfinance and poverty – Microfinance and economic development – microfinance and rural development – microfinance and women empowerment – Microfinance and informal finance sector – Microfinance and small business development. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Microfinance
|
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Level of Knowledge: Basic and Conceptual
Microfinance – Meaning, definition and conceptual framework and its history– Models of microfinance – Microcredit Vs Micro-savings Vs Microfinance – Microfinance institutions (MFI) Development of microfinance in India – GOI, RBI, MFDF and NABARD initiatives for development of microfinance in India – Innovative microfinance models in India – Issues faced by microfinance in India-Micro delivery mechanism – case study of SKS MFI and Grameen Bank-NGO and SHG. Y.H. Malegam committee report on Microfinance – Microfinance and poverty – Microfinance and economic development – microfinance and rural development – microfinance and women empowerment – Microfinance and informal finance sector – Microfinance and small business development. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Microfinance
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Level of Knowledge: Basic and Conceptual
Microfinance – Meaning, definition and conceptual framework and its history– Models of microfinance – Microcredit Vs Micro-savings Vs Microfinance – Microfinance institutions (MFI) Development of microfinance in India – GOI, RBI, MFDF and NABARD initiatives for development of microfinance in India – Innovative microfinance models in India – Issues faced by microfinance in India-Micro delivery mechanism – case study of SKS MFI and Grameen Bank-NGO and SHG. Y.H. Malegam committee report on Microfinance – Microfinance and poverty – Microfinance and economic development – microfinance and rural development – microfinance and women empowerment – Microfinance and informal finance sector – Microfinance and small business development. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Technology in Financial Services
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Level of Knowledge: ConceptualModern Activities -Sources of Revenue- causes of Financial Innovation – Financial Services and promotions of Industries - Digital transformation and its impact on financial services – Innovation in finance – Fintech, types of fintech companies and their services– Insuretech – Regtech - Regulatory Sandbox of RBI and IRDAI - Treds Platform- Distributed Ledger Technology/Artificial Intelligence in financial service – Automated wealth management/Robo- advisors - Challenges Facing the Financial Service sector-Present Scenario. Overview of AI and machine learning in financial services - Applications of AI and machine learning in financial services - Ethical considerations in the use of AI and machine learning in financial services - Overview of cybersecurity threats in financial services -Best practices for cybersecurity in financial services. Overview of payment systems - Introduction to digital currencies.
Case study: Digital currency implementations in financial services | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Technology in Financial Services
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Level of Knowledge: ConceptualModern Activities -Sources of Revenue- causes of Financial Innovation – Financial Services and promotions of Industries - Digital transformation and its impact on financial services – Innovation in finance – Fintech, types of fintech companies and their services– Insuretech – Regtech - Regulatory Sandbox of RBI and IRDAI - Treds Platform- Distributed Ledger Technology/Artificial Intelligence in financial service – Automated wealth management/Robo- advisors - Challenges Facing the Financial Service sector-Present Scenario. Overview of AI and machine learning in financial services - Applications of AI and machine learning in financial services - Ethical considerations in the use of AI and machine learning in financial services - Overview of cybersecurity threats in financial services -Best practices for cybersecurity in financial services. Overview of payment systems - Introduction to digital currencies.
Case study: Digital currency implementations in financial services | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Technology in Financial Services
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Level of Knowledge: ConceptualModern Activities -Sources of Revenue- causes of Financial Innovation – Financial Services and promotions of Industries - Digital transformation and its impact on financial services – Innovation in finance – Fintech, types of fintech companies and their services– Insuretech – Regtech - Regulatory Sandbox of RBI and IRDAI - Treds Platform- Distributed Ledger Technology/Artificial Intelligence in financial service – Automated wealth management/Robo- advisors - Challenges Facing the Financial Service sector-Present Scenario. Overview of AI and machine learning in financial services - Applications of AI and machine learning in financial services - Ethical considerations in the use of AI and machine learning in financial services - Overview of cybersecurity threats in financial services -Best practices for cybersecurity in financial services. Overview of payment systems - Introduction to digital currencies.
Case study: Digital currency implementations in financial services | ||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading 1. Gordon & Natarajan. (2016), Financial Markets and Services, Himalaya Publishing House. India 2. Shashi K. Gupta &Nisha Agarwal. (2015). Financial Services. Kalyani Publishing. India
3. M Y Khan (2017). Financial services. India: Tata McGraw-Hill Education India | ||||||||||||||||||||||
Evaluation Pattern Students are evaluated for the paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
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COAF202-4 - COST AND MANAGEMENT ACCOUNTING (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:04 |
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Course Objectives/Course Description |
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The course builds on the knowledge acquired from the course entitled Cost and Management Accounting and introduces some new concepts and uses of accounting tools and techniques in the analysis, planning, and control of business operations and management decision-making processes. Topics covered include an intensive review of the management decision-making processes and nature of management information, an examination of concepts and rationale underlying managerial accounting methods, the budgeting process and standard costing, the investment decision, and quantitative evaluation methods. |
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Learning Outcome |
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CO1: Describe the benefit of budgeting and its application CO2: Understanding overheads and apportionment of overheads. CO3: Preparing Job, Batch, and Contract costing statements. CO4: Exploring operating and Process costing techniques CO5: Explain the importance and application of cost-volume-profit analysis. |
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Unit-1 |
Teaching Hours:12 |
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Introduction to Cost and Management Accounting
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Introduction to cost and management accounting – meaning, objectives, and scope- Essential of a good accounting system, Use of IT in cost accounting - Cost object, Cost Unit, Cost center, limitations of cost accounting. Stores stock levels, EOQ calculation. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
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Introduction to Cost and Management Accounting
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Introduction to cost and management accounting – meaning, objectives, and scope- Essential of a good accounting system, Use of IT in cost accounting - Cost object, Cost Unit, Cost center, limitations of cost accounting. Stores stock levels, EOQ calculation. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
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Introduction to Cost and Management Accounting
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Introduction to cost and management accounting – meaning, objectives, and scope- Essential of a good accounting system, Use of IT in cost accounting - Cost object, Cost Unit, Cost center, limitations of cost accounting. Stores stock levels, EOQ calculation. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Overheads
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Cost sheet, ( Problem) Overheads: Meaning, classification of overheads, departmentalization of overheads, allocation of overheads, apportionment of overheads, basis, re-apportionment of overheads, machine hour rate. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Overheads
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Cost sheet, ( Problem) Overheads: Meaning, classification of overheads, departmentalization of overheads, allocation of overheads, apportionment of overheads, basis, re-apportionment of overheads, machine hour rate. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Overheads
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Cost sheet, ( Problem) Overheads: Meaning, classification of overheads, departmentalization of overheads, allocation of overheads, apportionment of overheads, basis, re-apportionment of overheads, machine hour rate. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Job, Batch, and Contract costing
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Job and Contract costing: Job costing, Contract costing, features, Job costing versus contract costing, escalation clause, cost-plus contracts – Output costing: objects, cost accumulation, presentation of cost. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Job, Batch, and Contract costing
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Job and Contract costing: Job costing, Contract costing, features, Job costing versus contract costing, escalation clause, cost-plus contracts – Output costing: objects, cost accumulation, presentation of cost. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Job, Batch, and Contract costing
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Job and Contract costing: Job costing, Contract costing, features, Job costing versus contract costing, escalation clause, cost-plus contracts – Output costing: objects, cost accumulation, presentation of cost. | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Budget and Budgetary control
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Introduction to Budget – types of budgets - The overall plan and its characteristics - Advantages of budgeting - Types of budgets - Developing the master budget, Static vs. Flexible budgets (problems) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Budget and Budgetary control
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Introduction to Budget – types of budgets - The overall plan and its characteristics - Advantages of budgeting - Types of budgets - Developing the master budget, Static vs. Flexible budgets (problems) | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Budget and Budgetary control
|
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Introduction to Budget – types of budgets - The overall plan and its characteristics - Advantages of budgeting - Types of budgets - Developing the master budget, Static vs. Flexible budgets (problems) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Operating costing and Process Costing
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Operating and Operation costing: cost unit, procedure – transport costing: collection of cost, classification of cost, and preparation of operation cost sheet – cinema house operating costing – hotel operating costing powerhouse operating costing – Process costing: features, distinction between process costing and job costing, process loss, inter-process profits, calculation of normal and abnormal gain/loss. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Operating costing and Process Costing
|
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Operating and Operation costing: cost unit, procedure – transport costing: collection of cost, classification of cost, and preparation of operation cost sheet – cinema house operating costing – hotel operating costing powerhouse operating costing – Process costing: features, distinction between process costing and job costing, process loss, inter-process profits, calculation of normal and abnormal gain/loss. | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Operating costing and Process Costing
|
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Operating and Operation costing: cost unit, procedure – transport costing: collection of cost, classification of cost, and preparation of operation cost sheet – cinema house operating costing – hotel operating costing powerhouse operating costing – Process costing: features, distinction between process costing and job costing, process loss, inter-process profits, calculation of normal and abnormal gain/loss. | ||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
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Decision-making and Cost Management
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The role of Accounting in special decisions - CVP Analysis, Assumptions - Break-even analysis uses and techniques - Planning with cost-volume-profit Data -. Limitation of CVP Analysis- Make or Buy decision - Special Order decisions - Add or Drop decisions -. Product Mix Decisions | ||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
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Decision-making and Cost Management
|
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The role of Accounting in special decisions - CVP Analysis, Assumptions - Break-even analysis uses and techniques - Planning with cost-volume-profit Data -. Limitation of CVP Analysis- Make or Buy decision - Special Order decisions - Add or Drop decisions -. Product Mix Decisions | ||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
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Decision-making and Cost Management
|
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The role of Accounting in special decisions - CVP Analysis, Assumptions - Break-even analysis uses and techniques - Planning with cost-volume-profit Data -. Limitation of CVP Analysis- Make or Buy decision - Special Order decisions - Add or Drop decisions -. Product Mix Decisions | ||||||||||||||||||||||
Text Books And Reference Books:
| ||||||||||||||||||||||
Essential Reading / Recommended Reading Horngren, C. T., Datar, S. M. and Rajan, M. V. (2016) Cost Accounting A Managerial Emphasis. Murthy A & Gurusamy S (2016), Cost Accounting, Vijay Nicole Imprints Pvt. Ltd, Chennai. Robert X. Kaplan Advanced Management Accounting 1st and 2nd edition prentice Haill, Inc, 1982 and 1989 (Chapters 2, 11,12, and 13 only) Khanna,B.S., Pandey,I.M., Ahuja,G.K and AroraM.N. (2010) Practical Costing, S Chand & Sons Reddy,T.S. and Hariprasad Reddy,Y, (2012) CostAccounting, Margam Publications
Saxena and Vashist (2014) Cost Accounting, Sulthan Chandand Sons, NewDelhi | ||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of written examination and continuous internal assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
| ||||||||||||||||||||||
COM181-4 - YOGA AND MENTAL WELL-BEING (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:0 |
Credits:1 |
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Course Objectives/Course Description |
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The course aims at creating awareness about the fundamentals of Yoga and meditation and its effectiveness to promote Health and wellness through a Healthy Lifestyle. |
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Learning Outcome |
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CO1: Learn basic yoga practices. CO2: Understand and perform warm-up and conditioning activities.
CO3: Perform basic asanas and pranayama.
CO4: Understand the career opportunities arising out of undergoing courses in Physical Education and Yoga.
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Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
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Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-1 |
Teaching Hours:5 |
Introduction ( 5 Theory hours)
|
|
Importance of Yoga and Fitness. -Fundamental Principles of Yoga and Fitness Training. –Shithalikarana Vyayamas; sequence of the practice; and need based practice. ▪ Principles of training and variables of training. -Components of Fitness ▪ Concept of fitness; their types and importance. ▪ Health-related fitness components. ▪ Skill-related fitness components. • Types of Yoga practices (Concepts) ▪ Asanas ▪ Pranayama ▪ Kriyas ▪ Dhyana • Considerations for the practice of Yoga and Fitness. | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
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|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-2 |
Teaching Hours:10 |
Asanas (10 Practical Hours)
|
|
BASIC ASANAS AND SURYA NAMASKARA (AS PER THE REFERENCE BOOKS) • ShithilikaranaVyayama(Dynamic). • Suryanamaskara. • Standing and Sitting Asanas (02 asanas from each). • Prone and SupineAsanas (02 asanas from each). | |
Unit-3 |
Teaching Hours:10 |
Pranayama
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BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Unit-3 |
Teaching Hours:10 |
Pranayama
|
|
BASIC PRANAYAMA • Vibhagiya pranayama (Sectional breathing). • Sukha Pranayama (Breath awareness). • AnulomaViloma/NadiShuddhi. • Surya AnulomaViloma/Surya BhedanaPranayama. • Chandra AnulomaViloma/Chandra Bhedana Pranayama. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Students will be asked to demonstrate few aasanas such as Suryanamaskars Studens will be asked to mainatin a journal and write their reflections and assessment will be done on that basis
| |
COM201-4 - ENTREPRENEURSHIP (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Entrepreneurship is not just about start-ups: it is a topic that is rapidly growing in importance in government policy and in the behaviour of established firms. The course provides students with an understanding of the role and personality of the entrepreneur and a range of skills aimed at successfully planning entrepreneurial ventures. Material covered includes fostering creativity and open-mindedness, knowledge acquisition and management, innovation systems, screening and evaluating new venture concepts, market evaluation and developing a marketing plan, legal Issues Including intellectual property, preparation of venture budgets, and raising finance. The major piece of assessment is the writing of a comprehensive business plan for a new venture. |
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Learning Outcome |
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CO1: Discuss the fundamental concept and emerging trends of entrepreneurship. CO2: Elaborate the entrepreneurial process and classify the different styles of thinking. CO3: Develop and summarise the creative problem-solving technique and types of innovation. CO4: Compile the legal and regulatory framework and social responsibility for entrepreneurs. CO5: Create a business model for a start-up. CO6: Build competence to identify the different sources of finance available for start-ups and relate their role in different stages of business. |
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Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
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Introduction
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Evolution, Characteristics, Nature, Types, Functions of Entrepreneur - Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development. Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalization, Changing demands, unemployment, changing demographics, institutional support, ease of entry in the informal sector. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
|
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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The Entrepreneurial Process
|
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Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Resources (Financial, Physical and Human), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of Brainstorming ideas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Creativity and Innovation
|
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Creativity, Principles of creativity, Creative Problem Solving: Heuristics, Brainstorming, Synectic, Value Analysis Innovation and Entrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incremental and Open innovations, Nurturing and Managing Innovation, Globalization, Concept and Models of Innovation, Methods of protecting Innovation and creativity, Significance of Intellectual Property Rights, Patents & Copyright, Business Model Canvas, and Lean Canvas. Geographical Indications (GI), Types, GI Law in India. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
|
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
|
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
|
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
|
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
|
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Entrepreneurship Practice
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Essentials of Business Ownership: Types of ventures, Risk and Benefits, Legal and Regulatory Framework, Ethics and Social Responsibility, Market Research (venture opportunity screening), Feasibility Analysis, Introduction to the Business Plan, Developing the Business Model for starting a new venture, E-Commerce and Growing the Venture: The Internet and its impact on venture development, Approaches to E-Commerce, Strategies for E-Commerce Success, The nature of international entrepreneurship and their importance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
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Sources of Raising Capital
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Different sources of financing for start-ups, stages of financing involved in start-ups, advantages and disadvantages of the different sources of financing, mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Allen, K. R. (2011),“Launching New Ventures: An Entrepreneurial Approach”, 6th Edition. Mason, Ohio: South-Western Cengage Learning. Kuratko, Donald F. Entrepreneurship: (2010) Theory, Process, Practice 9th Edition. Mason, Ohio: South-Western Cengage Learning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Scarborough, N. M. (2011), “Essentials of Entrepreneurship and Small Business Management”, 6th Edition. New Jersey: Prentice Hall. Verstraete, T. and Jouioson-Laffitte, E. (2012), “A Business Model for Entrepreneurship”, Cheltenham: Edward Elgar Publishing Ltd. Poornima Charantimath, (2007) “Entrepreneurship Development-Small Business Enterprise”, Pearson Education. Rober D Hisrich, Michael P Peters, Dean A Shepherd, (2007), Entrepreneurship, (6 ed.), The McGraw-Hill companies. Rajiv Roy, (2011), Entrepreneurship, (2 ed.) Oxford University Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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FRE181-4 - FRENCH (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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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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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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Teaching Hours:8 |
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Unit 7
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Teaching Hours:8 |
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Unit 7
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Unit 7
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Teaching Hours:8 |
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Unit 7
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Teaching Hours:8 |
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Unit 7
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Unit 7
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Teaching Hours:8 |
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Unit 7
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Unit 7
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Teaching Hours:8 |
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Unit 7
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Teaching Hours:8 |
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Teaching Hours:8 |
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Unit 7
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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-4 |
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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 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
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Unit 8
|
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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Unit 8
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Teaching Hours:8 |
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Unit 8
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
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Unit 8
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
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 |
|||||||||||||||||||||
Max Marks:100 |
Credits:2 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.
Course Objectives:
· To develop the skills demonstrated in the ability to interpret simple texts
· To attain some transcultural competency: an awareness of cross-cultural differences between societies.
|
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Understand and perform tasks in varied areas of social life with the help of the acquisition of communicative, linguistic and cultural know-how CO2: Judge and do tasks in varied areas of day-to-day life activities CO3: Formulate phrases related to personal details and particular concrete situations. CO4: Recall the basic phrases and use them effectively CO5: Interact and speak in small social gatherings. |
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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-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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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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
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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-2 |
Teaching Hours:7 |
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Translation Theory and process,Types of translation,qualities of a good translatot
|
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Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Translation Theory and process,Types of translation,qualities of a good translatot
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Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Translation Theory and process,Types of translation,qualities of a good translatot
|
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Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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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
| |||||||||||||||||||||||||||||||||||||||||
HIN282-4 - 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 text book "Samakaleen Katha Sanchay" is a story collection edited by Dr. Sebastian K A & Dr. Deepak Kumar Gond, published by Vani Prakashan. New Delhi. In this semester, film studies is been offered. Modules on India's leading industrialists and advertisement creation also are included in the syllabus |
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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 short stories.
CO3: Understand the thematic and technical aspects of Hindi movies through the visual text. CO4: Able to contribute to the field of advertisement making. CO5: Able to draw inspiration from leading industrialists |
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Unit-1 |
Teaching Hours:15 |
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Samakaleen Katha Sanchay
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|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
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ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
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Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
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Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
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Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
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Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
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Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
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Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Text Books And Reference Books: "Samakaleen Katha Sanchay" is a story collection edited by Dr. Sebastian K A & Dr. Deepak Kumar Gond, published by Vani Prakashan. | |||||||||||
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, Davi | |||||||||||
Evaluation Pattern
| |||||||||||
KAN181-4 - FOUNDATION KANNADA (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||
Max Marks:50 |
Credits:2 |
||||||||||
Course Objectives/Course Description |
|||||||||||
Foundational Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to understand the culture and tradition of the region. By the end of the course, students will be able to understand, speak, read and write in Kannada language. The department of languages proposed to offered Foundational Kannada along with two credits and thirty hours of class room teaching for the BA/B.SC. /B.COM and BBA Courses in UG Programme from this academic year 2024-25.
Course Objective: • To enable students to communicate in the regional language Kannada. • Helps to converse in Kannada language particularly those have come from other states.
• The course mainly focuses on Conversation and writing skills.
|
|||||||||||
Learning Outcome |
|||||||||||
CO1: Remember and write the Kannada vocabulary CO2: Understand words and write Kannada meaning CO3: Evaluate text and create the sentences CO4: Appy the language to the context
|
|||||||||||
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1.Muddu Kannada: R. L. Anantharamiah 2.Tili Kannada- K.S. Madhusudana & H.N. Muralidhara 3.Conversational Kannada: N D Krishnamurthy & Dr. U P Upadhyaya | |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments, written exam and Viva-Voce CIA 1: First written test to test their writing ability (Vocabulary) - 20 Marks CIA 2: Second written test to test their writing ability MSE (Sentences) – 50 Marks CIA 3: Oral test to test their listening and speaking ability. (Skit based activity)- 20 Marks Attendance- 05 ESE: End Semester Examination – 50 Marks | |
KAN282-4 - 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 B.Com Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Play, modern fictions and business letters. The syllabus will help them to learn and write a different forms of business letters. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
|
|
Learning Outcome |
|
CO1: Expose learners to the post modern writings. CO2: Able to understand the literary genre CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings CO5: Able to improve their theatrical skills.
|
|
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
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 Anantamurthi Kathegalu E Shatamaanada Sanna Kathegalu Vyavaharika Kannnda
| |||
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.
|
|||
Learning Outcome |
|||
CO1: listen, understand and respond to short conversations about everyday life. CO2: remember and apply basic rules of grammar. write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO3: be familiar with the socio-cultural aspects of the language. |
|||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Text Books And Reference Books: 1. Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |||
Essential Reading / Recommended Reading 1. Grammar and vocabulary supplementary book 2. Korean Culture 77 | |||
Evaluation Pattern CIA I: 10 (Assignment/Dictation test) CIA II: 25 (Written test) CIA III: 10 (Assignment/Dictation test) ESE : 50 (Written test) | |||
SAN181-4 - BASIC SANSKRIT (2023 Batch) | |||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||
Max Marks:50 |
Credits:2 |
||
Course Objectives/Course Description |
|||
Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary. |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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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
| |
SAN282-4 - 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. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait. By learning grammar, it builds analytical, linguistic, and communication skills that aretransferrable 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 Nrusimha champu
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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. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Text Books And Reference Books:
1. 1. Charudatta of bhasa : Sastri, T. Ganapati 2. 2. Chapter 6 - Relation between Charudatta and Mricchakatika by Shudraka 3. Nrusimha champu – suryakant shastri and rammurti tripathihaukhambha vidya bhawan
1. Nrusimha champu – suryakant shastri and rammurti tripathihaukhambha vidya bhawan | |
Essential Reading / Recommended Reading The Little clay cart by Shudraka –Translated by Diwakar Acharya . 1. Samskrutha sahitya charitre-K Krishnamurthy 2. Samskrutha sahitya sameekshe- Dr. Shivakumaraswamy
1. Role of Champu Kavyas in Sanskrit Literature IJIRT https://ijirt.org › IJIRT165734_PAPER
| |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. CIA 1 – will be Sanskrit Wikipedia –Project (1) CIA 2 – Mid-semester Examination CIA 3 – will be Sanskrit Wikipedia- Project (2) CIA ‘s and Attendance will have 50% weight The end semester examination will have 50% weight. The final grade will be weighed average of ESE and CIAs. | |
SPA181-4 - SPANISH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description: “Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write. |
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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
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
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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 | |
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 | |
TAM282-4 - TAMIL (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:02 |
Course Objectives/Course Description |
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The department is well-organized curriculum includes courses onliterature, culture, and language competency that enable students to gainthe expertise they need to succeed in their future employment. 1.The Kangaikaan Padalam of the Kamba Ramayanam is a section of the Tamil epic that describes the moment when Bharatan sees the Ganges river: Title-The title Kangaikaan Padalam translates to "the section where Bharatan sees the Ganges. In the Kamba Ramayanam, the section before the Kangaikaan Padalam is called the Kangaip Padalam, which describes the part of the story where Rama reaches the Ganges. The Kangaikaan Padalam is named differently because Bharatan goes to the Ganges to see Rama, rather than because hereaches the Ganges while traveling through the forest like Rama. The Kamba Ramayanam, also known as Ramavataram, is a Tamil epic poem written by Kambar in the 12th century. 2. The Akananuru (Tamil: அகநானூறு, Akanāṉūṟu, literally four hundred [poems] in the akam genre"), sometimes called Nedunthokai anthology of long poems, is a classical Tamil poetic work and one of the Eight Anthologies (Ettuthokai) in the Sangam literature. 3.MARADHU PANDIYAN- DRAMA. In 1772, British East India company had killed Muthuvaduganatha Thevar over his refusal to pay taxes. However Marudhu Pandiyar and Queen Velunachiyar escaped, and stayed with Gopala Nayak in Virupatchi for 8 years. After this time, an alliance of kingdoms led by the Pandiyar attacked Sivagangai and retook it in 1789. Both Maruthu Pandiyar were given high positions in the kingdom. The Marudhu Pandiyars (Periya Marudhu and Chinna Marudhu) were de facto rulers of Sivagangai, Tamil Nadu, India, towards the end of the 18th century. They were known for fighting against the East India Company. They were finally executed by the EIC after being captured by them. 4.Ani ilakkanam-"This lesson offers a brief introduction to Ani ilakkanam- the grammar concerning the use of figures of speech. Traditionally, Tamil grammar is divided into 5 parts-viz. ‘ezhuthu’ or (letter), ‘sol’ or (word), ‘porul’ or (subject),‘yappu’ i.e.,(prosody or metrics)and‘ani’. . ‘Anikal’ or figures of speech are the decorative aspects of a language. They are used to add beauty to the written text. The word ‘ani’ in Tamil mean‘beauty’. 5. FILE PREPARATION. The guiding principles behind good file preparation (for any print process) are simplicity and clarity. Files should include everything necessary for output and omit extraneous objects, layers, guides, and swatches.
Course Objectives : The Department of languages offers Tamil as one of the second languages.The objective in providing second language courses for undergraduate programs is to equip students with the ability to effectively express and analyze Tamil language, literature, and culture in a conceptual manner, fostering an understanding of ideas, debates, and ideological affiliations. This approach encourages students to think critically, evaluate arguments, and draw conclusions in a logical and analytical manner. By emphasizing the development of these skills, students can apply their knowledge of Tamil language and culture to various academic and professional settings, making them well-rounded and competitive individuals in the global arena. |
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Learning Outcome |
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CO 1: CO1: Students will learn the chracteristics interest in epic and Analyze the chronological background and generous of epics.
CO 2: CO2: Understand about the sacrifice of love & Analyze the departmental principles of the Tamil and the Internal ethics.
CO3: CO3: Understand and appreciate the patriotism of the Tamil Kings.
CO4 : CO2: Understand about the sacrifice of love & Analyze the departmental principles of the Tamil and the Internal ethics.
CO4: It helps to know the ethics of the life through grammar.
CO5: CO1: Students will learn the chracteristics interest in epic and Analyze the chronological background and generous of epics.
CO2: Understand about the sacrifice of love & Analyze the departmental principles of the Tamil and the Internal ethics.
CO3: Understand and appreciate the patriotism of the Tamil Kings.
CO5: Gain the knowledge about ,how to prepare files in offices.
Apply critical thinking skills to evaluate and respond to Tamil literary
works, including making connections between the text and historical,
social, and cultural contexts.
Use digital tools and resources to enhance Tamil language learning,
including online dictionaries, language learning apps, and multimedia
res
ources. |
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Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Text Books And Reference Books: TAM282-4 TAMIL ADVANCED Essential references 1. Kambaramayanam- by kambar, https://ta.wikipedia.org. 2.Agananooru – by different authors , https://ta.wikipedia.org. 3. Maruthu Pandiyan. By T.M.C.Ragunathan, published by Arivu pathippagam, Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5.Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- 600024. 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Essential Reading / Recommended Reading TAM282-4 TAMIL ADVANCED Recommended references 1. Kambaramayanam- by kambar, https://ta.wikipedia.org. 2.Agananooru – by different authors , https://ta.wikipedia.org. 3. Maruthu Pandiyan. By T.M.C.Ragunathan, published by Arivu pathippagam, Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5.Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- 600024. 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Evaluation Pattern Evaluation will be based on 1. Research & Content Accuracy 2. Organization & Structure 3. Writing Quality & Clarity 4. Adherence to Wikipedia Style 5. Links, References and Pictures 6. Creativity & Engagement | |