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| Assesment Pattern | |||||||||||||||||||||||||||
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| Examination And Assesments | |||||||||||||||||||||||||||
Continuous Internal Assessment (CIA): Topics and criteria as outlined per Syllabi and Course Plans. Criteria that make up each evaluation rubric are used to assess all students from an equal standpoint. As per the Ethics in Assessment policy outlined for the School of Arts and Humanities outlined in this document, such criteria are only approved after being checked for validity, reliability, transparency, alignment, fairness, and social relevance. Centralised Examinations: Based on content covered throughout the given course up until the time of examination. All centralised examinations are in written form, and hence only apply to theory courses within the programme. Within CHRIST (Deemed to be University), the Centre for Examinations governs all centralised assessments, hence any of these are conducted according to their processes as outlined in the student handbook. Practical End-semester Examinations: Requires the student to actively demonstrate their mastery of practice-based abilities, such as performance, conducting, pedagogy, or aural mechanics. The criteria for these examinations have been outlined within the course plans and adhere to the same Ethics in Assessment policy of the School of Arts and Humanities. Such examinations are conducted within the Department of Music (Western) by the relevant, specialised faculty members. | |||||||||||||||||||||||||||
| Department Overview: | |||||||||||||||||||||||||||
The Department of Performing Arts, Theatre Studies and Music holds the vision of providing ‘Integrity through Aesthetic performance’. Its mission is to inspire and mentor the birth and sustained growth of artists who, through cultural ethos, will embody respect, humanity, and discipline. The Performing Arts are a universal language that goes beyond the physical and geographical boundaries of the world. They bring people closer to themselves and a glimpse into the lived experiences of others, and the shared experiences of humanity. The primary aim of the programme is to introduce the students to the possibilities of the art form and help them to gain an integrated sense of it through the application of theory via practical means.
This symbiotic combination helps instil an ensemble spirit and inspires and necessitates a quest for artistic excellence. Each of the majors is carefully tailored to work in tandem with the other two departments. The disciplines foster skills required for multiple career paths and a varied spectrum of Higher Education possibilities. | |||||||||||||||||||||||||||
| Mission Statement: | |||||||||||||||||||||||||||
VISION
To raise performance to a level of professionalism which will be globally recognized and foster integrity through aesthetic performance.
MISSION
To mentor the birth and sustained growth of performance artists by facilitating the development of their potential and skills through a cultural ethos that embodies respect, humility and discipline. | |||||||||||||||||||||||||||
| Introduction to Program: | |||||||||||||||||||||||||||
The BA in Music and Creative Media is a unique and forward-thinking program that combines the traditional art forms with modern media technologies. It is designed for individuals who want to explore the boundaries of creativity, develop a diverse skill set, and embark on a fulfilling career in the arts and media industry. Through a holistic curriculum, expert faculty, and a collaborative environment, this program empowers students to become versatile, innovative, and well-rounded artists and media professionals. The curriculum of the BA in Music and Creative Media is designed to foster creativity and innovation while ensuring a strong foundation in the fundamental principles of each art form. Students take core courses in areas such as singing / piano, aural mechanics, music theory / notation and composition, alongside digital media courses like video production, sound design, and animation. Through a plethora of hands-on projects, workshops, and internships, students will have the opportunity to put theory into practice. Whether it's performing on stage, producing a short film, or designing digital media campaigns, students will graduate with a robust portfolio of work. This integrated approach allows students to cultivate a wide range of skills and discover their unique artistic voice. The faculty consists of accomplished artists, experienced media professionals, and industry experts who are dedicated to nurturing the next generation of creative talent. They provide guidance and mentorship, sharing their wealth of knowledge and practical insights with students. This real-world expertise ensures that our graduates are well-prepared to meet the demands of the creative industry and adapt to the rapidly changing landscape. At the end of the third year, students will be awarded a BA in Music degree. Students who have secured 75% marks and above in the first six semesters will have the option to pursue Honours in Music. | |||||||||||||||||||||||||||
| Program Objective: | |||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Professional Skills: Demonstrate personal integrity with domain expertise and practical skills.PO2: Emotional Self-Regulation: Demonstrate empathy by listening with respect for others. PO3: Communication Skills: Demonstrate creative thinking using verbal and non-verbal skills. PO4: Co-Creation: Demonstrate consultative decision-making using analytical thinking and assertiveness. PO5: Entrepreneurship: Demonstrate leadership and team-building skills through facilitation. PO6: Research Skills: Demonstrate a global perspective using critical thinking and knowledge application. PO7: Cultural Competency: Demonstrate respecting diversity with cross-cultural understanding and humility. PO8: Autonomy: Demonstrate adaptability through self-awareness and continuous learning. Programme Specific Outcome: PSO1: Professional Skills: Demonstrate discipline using musical structure and technique.POS2: Emotional Self-Regulation: Demonstrate empathy by listening for cohesion. POS3: Communication Skills: Demonstrate creative thinking by storytelling with expression. PSO4: Co-Creation: Demonstrate interpretation using musical analysis and stage presence. PSO5: Entrepreneurship: Demonstrate leadership through project management and multitasking. PSO6: Research Skills: Demonstrate philosophical inquiry using critical thought and research methodology. PSO7: Cultural Competency: Demonstrate contextualisation of sociocultural history and ritual celebration. PSO8: Autonomy: Demonstrate adaptability through embodied knowledge and practice. | |||||||||||||||||||||||||||
CME101-1 - INTRODUCTION TO CREATIVE MEDIA (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description and Course Objectives: This course introduces the basic concepts and principles of creative media. Students will explore various media forms including photography, video, audio, and graphic design. Through lectures, discussions, and hands-on projects, students will develop fundamental media creation and production skills. |
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Learning Outcome |
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CO1: Identify and analyze the significant milestones and key figures in the history of creative media. CO2: Acquire a foundational knowledge of the historical evolution of media forms and their relevance in today's digital age. CO3: Understand the fundamental principles of photography, including exposure, aperture, and composition. CO4: Demonstrate the ability to effectively use lighting techniques to enhance photographic compositions. CO5: Develop skills in creating storyboards and scripts for effective video production. CO6: Apply lighting techniques to create visually appealing and well-lit video footage. |
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Unit-1 |
Teaching Hours:20 |
HISTORY OF CREATIVE MEDIA
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Teaching Hours:20 |
HISTORY OF CREATIVE MEDIA
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Unit-1 |
Teaching Hours:20 |
HISTORY OF CREATIVE MEDIA
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Unit-2 |
Teaching Hours:20 |
PHOTOGRAPHY
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Unit-2 |
Teaching Hours:20 |
PHOTOGRAPHY
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Unit-2 |
Teaching Hours:20 |
PHOTOGRAPHY
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Unit-3 |
Teaching Hours:20 |
VIDEO PRODUCTION
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Unit-3 |
Teaching Hours:20 |
VIDEO PRODUCTION
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Unit-3 |
Teaching Hours:20 |
VIDEO PRODUCTION
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Text Books And Reference Books: Dancyger, K. (2007). The technique of film and video editing: History, theory, and practice (4th ed). Focal Press. Belavadi, V. (2008). Video production. Oxford University Press. May, M., & Warr, S. (2011). Teaching Creative Arts & Media 14+. Open University Press.
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Essential Reading / Recommended Reading Fox, A., & Smith, R. S. (2015). Langford's Basic Photography: The Guide for Serious Photographers. Routledge Publishers. ISBN: 9780415718912. Gatcum, C. (2016). The beginner’s photography guide (2nd edition, fully revised & updated). Dorling Kindersley Limited. Compesi, R. J., & Gomez, J. S. (2018). Introduction to video production: Studio, field, and beyond (Second edition). Routledge, Taylor & Francis Group.
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Evaluation Pattern The course will primarily be submission-based, except with CIA 2 (Mid-semester) as a centralised written exam. The ESE submission will be followed by a viva. CIA I: Submission (20 marks) MSE: Centralised written exam (50 marks) CIA III: Submission (30 marks) ESE: Submission + Viva (30+20 marks) | |
ENG181-1 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Learning Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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1. Why We Travel-Pico Iyer
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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
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|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
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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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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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
|
|
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
|
|
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
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
|
|
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
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
|
|
| |
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
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
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 | |
MUS001-1 - PRACTICAL FUNDAMENTALS - I (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This bridge course focuses on practically developing multiple aspects of musical abilities; namely, aural mechanics, solfeggio, exploring musical cultures and using Sibelius software. These skills have been identified as fundamental to the holistic growth of all musicians and when combined form a holistic toolbox of practical musical skills that will be used throughout future courses. |
|
Learning Outcome |
|
CO1: Aurally identify diatonic intervals in any direction within an octave from middle C. CO2: Apply solfeggio and basic conducting techniques for sight singing. CO3: Transcribe short melodies and exercises using diatonic audiation techniques. CO4: Aurally identify basic chordal qualities. |
|
Unit-1 |
Teaching Hours:30 |
|||||||||||||||||||||||
Aural Applications and Musical Thought
|
||||||||||||||||||||||||
Auditation: Empathic Listening; Embodiment of Knowledge Temporality: Pulse & Beat; Meter & Measure; Rhythm & Subdivisions Frequency: Pitch & Scale; Diatonic Intervals; Triads & Inversions | ||||||||||||||||||||||||
Unit-1 |
Teaching Hours:30 |
|||||||||||||||||||||||
Aural Applications and Musical Thought
|
||||||||||||||||||||||||
Auditation: Empathic Listening; Embodiment of Knowledge Temporality: Pulse & Beat; Meter & Measure; Rhythm & Subdivisions Frequency: Pitch & Scale; Diatonic Intervals; Triads & Inversions | ||||||||||||||||||||||||
Unit-2 |
Teaching Hours:30 |
|||||||||||||||||||||||
Solfeggio for Sight Singing
|
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Solfeggio: Syllables; Intervallic & Scalar Patterns Basic Conducting: Simple & Compound Beat Patterns; Starting & Stopping; Embodied Automation; Hand Independence Interpretation: Emotional Reflection; Symbolic Interpretation; Basic Musical Analysis | ||||||||||||||||||||||||
Unit-2 |
Teaching Hours:30 |
|||||||||||||||||||||||
Solfeggio for Sight Singing
|
||||||||||||||||||||||||
Solfeggio: Syllables; Intervallic & Scalar Patterns Basic Conducting: Simple & Compound Beat Patterns; Starting & Stopping; Embodied Automation; Hand Independence Interpretation: Emotional Reflection; Symbolic Interpretation; Basic Musical Analysis | ||||||||||||||||||||||||
Text Books And Reference Books: Essential reference materials will be provided by the faculty in charge on the online learning management system. | ||||||||||||||||||||||||
Essential Reading / Recommended Reading Edlund, L. (1963). Modus Vetus: Sight Singing and Ear-Training in Major/Minor Tonality, Edition Wilhelm Hansen Stockholm, J & W Chester, London. Steven G. Laitz. (2003). The complete musician: an integrated approach to tonal theory, analysis and listening. New York; Oxford: Oxford University Press. | ||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||
MUS101-1 - PERFORMANCE SPECIALISATION - I (2024 Batch) | ||||||||||||||||||||||||
Total Teaching Hours for Semester:4 |
No of Lecture Hours/Week:4 |
|||||||||||||||||||||||
Max Marks:100 |
Credits:4 |
|||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||
Performance specialisation is a student's practical music output. It is the most important course among all music courses as it is the medium through which musical communication occurs. This course offers multiple areas for interaction between instructor and learner. The instructor will develop individual course plans to suit each student’s needs and requirements. Faculty will determine which units will be taken by each student based on their theoretical and practical level. Students will need to undertake 4 hours of practical class per week as determined by the professors. |
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Learning Outcome |
||||||||||||||||||||||||
Unit-1 |
Teaching Hours:60 |
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Concert and Collaborative Piano
|
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
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Unit-1 |
Teaching Hours:60 |
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Concert and Collaborative Piano
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
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Unit-2 |
Teaching Hours:60 |
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Vocal Specialisation
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Unit-2 |
Teaching Hours:60 |
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Vocal Specialisation
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Text Books And Reference Books: WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Refer to the evaluation pattern under each unit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
MUS102-1 - MUSIC DIALOGUES - I (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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Sounds, or music, produced by their voices or musical instruments, have been the major medium for human beings to establish a dialogue with universal life and natural forces, with animals, plants, and with everything on the earth attributed with living force or individual entity, and with spirits. Human beings and human societies dialogue among themselves through music. The different forms of music or organized sound created by human beings are in constant dialogue with each other, producing new musical forms and musical instruments. All such dialogues are embodied in specific forms, sounds, styles of voice production, and musical instruments. The course investigates such kinds of dialogues based on music. It studies and compares different aspects of selected music traditions in order to highlight and comprehend the respective most important and distinguishing concepts and shared practices and views. The approach to the study of such traditions is based on 1) socio-historical contextualization, 2) study of the aesthetics of music and the main theoretical concepts, and 3) analysis of musical compositions.
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Learning Outcome |
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CO1: Confront and explore unfamiliar musical sounds, concepts, repertoires, and practices. CO2: Translate the musical notation, language, and nomenclature of each piece and interpret relevant musical information from the score CO3: Link the study of musical structures with the social context CO4: Relate music to its historical, social, cultural, political, economic, and religious contexts |
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Unit-1 |
Teaching Hours:4 |
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Introduction and historical/theoretical contextualization
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Introduction, Outline, and Overview of the course Introduction to different vocal/singing and instrumental techniques from various areas | |||||||||||
Unit-1 |
Teaching Hours:4 |
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Introduction and historical/theoretical contextualization
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Introduction, Outline, and Overview of the course Introduction to different vocal/singing and instrumental techniques from various areas | |||||||||||
Unit-2 |
Teaching Hours:6 |
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The concept of music and its function
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Discussion on different systems of classification of musical instruments; on the relationships between vocal and instrumental music and between different classes of musical instruments; on different methodologies adopted by human beings to transmit musical knowledge; on different techniques of notation used across the world | |||||||||||
Unit-2 |
Teaching Hours:6 |
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The concept of music and its function
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Discussion on different systems of classification of musical instruments; on the relationships between vocal and instrumental music and between different classes of musical instruments; on different methodologies adopted by human beings to transmit musical knowledge; on different techniques of notation used across the world | |||||||||||
Unit-3 |
Teaching Hours:4 |
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Human beings, sounds, and sonic experience
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This unit investigates the origin of human production and organization of sounds | |||||||||||
Unit-3 |
Teaching Hours:4 |
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Human beings, sounds, and sonic experience
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This unit investigates the origin of human production and organization of sounds | |||||||||||
Unit-4 |
Teaching Hours:4 |
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Human beings' musical dialogue with life force, the cosmos, and its inhabitants
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Theories on the origin of the world, human beings, and music in Siberia and Central Asia | |||||||||||
Unit-4 |
Teaching Hours:4 |
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Human beings' musical dialogue with life force, the cosmos, and its inhabitants
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Theories on the origin of the world, human beings, and music in Siberia and Central Asia | |||||||||||
Unit-5 |
Teaching Hours:6 |
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Human beings? musical dialogue with life force, the cosmos, and its inhabitants 2
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Theories on the origin of the world, human beings, and music in North and South America, and in Australia | |||||||||||
Unit-5 |
Teaching Hours:6 |
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Human beings? musical dialogue with life force, the cosmos, and its inhabitants 2
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Theories on the origin of the world, human beings, and music in North and South America, and in Australia | |||||||||||
Unit-6 |
Teaching Hours:6 |
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Human beings? musical dialogue with life force, the cosmos, and its inhabitants 3
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Theories on the origin of the world, human beings, and music in Africa and India | |||||||||||
Unit-6 |
Teaching Hours:6 |
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Human beings? musical dialogue with life force, the cosmos, and its inhabitants 3
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Theories on the origin of the world, human beings, and music in Africa and India | |||||||||||
Text Books And Reference Books: Timothy Rice. Ethnomusicology A Very Short Introduction. Oxford (2014) Timothy Rice, Dave Wilson. Gateways to Understanding Music. Routledge (2019) Margaret Stutley. Shamanism an introduction. Routledge (2003) | |||||||||||
Essential Reading / Recommended Reading Tim Ingold. The Perception of the Environment. Routledge (2000) Lewis Rowell. Music and musical thought in early India. Chicago (1992) Bruno Nettle. (2005). The study of Ethnomusicology. Thirty-one issues and concepts, University of Illinois Press, Urbana and Chicago. | |||||||||||
Evaluation Pattern
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MUS161-1 - MUSIC THEORY AND AURAL - I (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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Western music features a set of core skills that enable musicians to communicate, translate, share and use ideas throughout all other musical skills. This foundation set of knowledge results in a toolbox that is practised to increase one’s musical fluency from a core focal point. Such a toolbox involves an integrated approach to practicing, reading, hearing and notating western music; and understanding the underlying structures of music theory. |
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Learning Outcome |
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CO1: Define fundamental terminologies used in western music theory CO2: Apply musical rudiments to read and write western music notation. CO3: Apply theoretical musical concepts to aural activities to enhance sight-singing skills. CO4: Evaluate multisensory perceptions of multidimensional musical elements to complete musical exercises. CO5: Evaluate musical elements in differing musical contexts to solve musical problems. |
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Unit-1 |
Teaching Hours:15 |
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Western Music Notations
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Pitch & Relevant Terminologies; Accidentals & Introduction to Rhythm & Meter; Simple Time Signatures & Beaming rules; Compound time signatures and beaming rules and Odd time signatures. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Western Music Notations
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Pitch & Relevant Terminologies; Accidentals & Introduction to Rhythm & Meter; Simple Time Signatures & Beaming rules; Compound time signatures and beaming rules and Odd time signatures. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Music Theory Rudiments 1
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Intervals; Major Scale and Minor Modes; Parallel and Relative Minors, pentatonic and whole tone scales; Key signatures and Circle of Fifths, Triads & inversion, Diatonic chord qualities; 7th chord qualities and inversions; Dynamics, Articulation, and ornamentation terminologies. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Music Theory Rudiments 1
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Intervals; Major Scale and Minor Modes; Parallel and Relative Minors, pentatonic and whole tone scales; Key signatures and Circle of Fifths, Triads & inversion, Diatonic chord qualities; 7th chord qualities and inversions; Dynamics, Articulation, and ornamentation terminologies. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Aural skills
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Aural applications of musical materials. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Aural skills
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Aural applications of musical materials. | ||||||||||||||||||||||
Text Books And Reference Books: Will be provided by the faculty in-charge. | ||||||||||||||||||||||
Essential Reading / Recommended Reading Kostka, Stefan M. and Dorothy Payne. (2018). Tonal Harmony, with an introduction to twentieth-century music. New York: McGraw-Hill Education. Steven G. Laitz. (2003). The complete musician: an integrated approach to tonal theory, analysis and listening. New York; Oxford: Oxford University Press. | ||||||||||||||||||||||
Evaluation Pattern
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MUS181-1 - DANCE AND MOVEMENT (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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This course has been conceptualized in order to understand and explore Dance Movement Therapy, a discipline that is supported by a solid theoretical and technical background. It has huge applicability: it works in the clinical, social, educational, and artistic fields. At the same time, the different matrices, like artistic, anthropology, psychiatric, and psychodynamic – make Dance Movement Therapy one of the most holistic disciplines for the ability to combine and include elements from different subjects. |
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Learning Outcome |
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CO1: Demonstrate practical understandings about dance: from ancient social function to performance, from performance to therapy. CO2: Demonstrate human body expression through the Gross Motor Skills Development, and the Global Motor Coordination Schemes according to Bartenieff, the Effort/Shape system of movement analysis according Laban. CO3: Demonstrate how to work on the body schema, body image, and physical self-concept. CO4: Apply the body schema, body image and physical self-concepts to express emotion through dance approaches, improving confidence and self-esteem CO5: Discuss how Dance Movement Therapy deals with life: instances of different social areas in which DMT is practiced. |
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Unit-1 |
Teaching Hours:4 |
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Introduction and historical/theoretical contextualization
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Introduction, Outline, and Overview; Human Body Expressions | |||||||||||||||||||||
Unit-1 |
Teaching Hours:4 |
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Introduction and historical/theoretical contextualization
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Introduction, Outline, and Overview; Human Body Expressions | |||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Diving into the experience
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Global Motor Coordination Schemes; warm-up; Rhythm and music in Dance Movement Therapy | |||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Diving into the experience
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Global Motor Coordination Schemes; warm-up; Rhythm and music in Dance Movement Therapy | |||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
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The Music for Dance Movement Therapy
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Which music for which Dance Movement Therapy; how to work with an image | |||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
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The Music for Dance Movement Therapy
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Which music for which Dance Movement Therapy; how to work with an image | |||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Groups and their different relational dynamic
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Dance Movement Therapy: work with different groups; props in Dance Movement Therapy. | |||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Groups and their different relational dynamic
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Dance Movement Therapy: work with different groups; props in Dance Movement Therapy. | |||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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The dual setting and the community
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The body dialogue; the social function of the dance; the Empathic, Exploratory, Pedagogical, and Integrative proposal in Dance Movement Therapy | |||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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The dual setting and the community
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The body dialogue; the social function of the dance; the Empathic, Exploratory, Pedagogical, and Integrative proposal in Dance Movement Therapy | |||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
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The artistic matrix of Dance Movement Therapy
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Dance and Dance Movement Therapy: same roots and different goals; how to create sequence of dance choreography for different purposes | |||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
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The artistic matrix of Dance Movement Therapy
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Dance and Dance Movement Therapy: same roots and different goals; how to create sequence of dance choreography for different purposes | |||||||||||||||||||||
Text Books And Reference Books: Laban Rudolf, The master of Movement. MacDonalds and Evans Limited (1975)
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Essential Reading / Recommended Reading Paggy Hackney, Making connections. Total body Integration. Routledge 2002. | |||||||||||||||||||||
Evaluation Pattern
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CME101-2 - VIDEO COMPOSITION (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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This course provides an in-depth exploration of the intersection between video production and Script writing. Students will examine the role of video production in digital communication and Advertising, and how effective video composition can enhance brand presence, engage audiences, and drive conversions. Through theoretical concepts, practical exercises, and real-world case studies, students will learn to develop, curate, and optimise content for various small screen platforms to meet organisational objectives and target audience preferences. |
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Learning Outcome |
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CO1: Exhibit knowledge about different aspects of video production creation, process, kinds, relevance, role, impact, audience accessing media and screen writing CO2: Apply video composition techniques to understand impact and influence of content on a small and large scale. CO3: Make effective use of blocking for screen, 3 arc structure, and theme in the video production |
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Unit-1 |
Teaching Hours:16 |
Understanding of Screenplay writing Fundamentals
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Introduction to Screenwriting, Importance of storytelling in screenwriting, Three-act structure: Setup, confrontation, resolution, Plot points and turning points, Pacing and rhythm in storytelling, Scene Construction, Industry-standard screenplay format, themes in screenplays. | |
Unit-1 |
Teaching Hours:16 |
Understanding of Screenplay writing Fundamentals
|
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Introduction to Screenwriting, Importance of storytelling in screenwriting, Three-act structure: Setup, confrontation, resolution, Plot points and turning points, Pacing and rhythm in storytelling, Scene Construction, Industry-standard screenplay format, themes in screenplays. | |
Unit-1 |
Teaching Hours:16 |
Understanding of Screenplay writing Fundamentals
|
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Introduction to Screenwriting, Importance of storytelling in screenwriting, Three-act structure: Setup, confrontation, resolution, Plot points and turning points, Pacing and rhythm in storytelling, Scene Construction, Industry-standard screenplay format, themes in screenplays. | |
Unit-2 |
Teaching Hours:14 |
Create professional videos in the domain of advertising and filmmaking
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Script Writing and storyboard creation, Lighting setup and techniques, Sound Design ,Importance of sound in video production, Editing techniques for advertising and filmmaking, Analysis of successful advertising campaigns and films, Learning from industry examples and trends | |
Unit-2 |
Teaching Hours:14 |
Create professional videos in the domain of advertising and filmmaking
|
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Script Writing and storyboard creation, Lighting setup and techniques, Sound Design ,Importance of sound in video production, Editing techniques for advertising and filmmaking, Analysis of successful advertising campaigns and films, Learning from industry examples and trends | |
Unit-2 |
Teaching Hours:14 |
Create professional videos in the domain of advertising and filmmaking
|
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Script Writing and storyboard creation, Lighting setup and techniques, Sound Design ,Importance of sound in video production, Editing techniques for advertising and filmmaking, Analysis of successful advertising campaigns and films, Learning from industry examples and trends | |
Unit-3 |
Teaching Hours:14 |
Development of technical cinematography and editing skills
|
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Importance of cinematography in visual storytelling, Camera types and their functionalities , Framing and composition techniques, Lighting setups and techniques for different scenarios, Movement techniques, Syncing audio with video in post-production, Cutting techniques (e.g., jump cuts, match cuts, cross-cutting), Transitions and effects (e.g., fades, wipes, dissolves) Manipulating pacing and rhythm in editing | |
Unit-3 |
Teaching Hours:14 |
Development of technical cinematography and editing skills
|
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Importance of cinematography in visual storytelling, Camera types and their functionalities , Framing and composition techniques, Lighting setups and techniques for different scenarios, Movement techniques, Syncing audio with video in post-production, Cutting techniques (e.g., jump cuts, match cuts, cross-cutting), Transitions and effects (e.g., fades, wipes, dissolves) Manipulating pacing and rhythm in editing | |
Unit-3 |
Teaching Hours:14 |
Development of technical cinematography and editing skills
|
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Importance of cinematography in visual storytelling, Camera types and their functionalities , Framing and composition techniques, Lighting setups and techniques for different scenarios, Movement techniques, Syncing audio with video in post-production, Cutting techniques (e.g., jump cuts, match cuts, cross-cutting), Transitions and effects (e.g., fades, wipes, dissolves) Manipulating pacing and rhythm in editing | |
Unit-4 |
Teaching Hours:16 |
Mise-en-scène
|
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Understanding the concept and the elements of Mise-en-scene, developing aesthetic sense in positioning objects and people in the frame, and finding lighting and colours to construct a meaningful mise-en-scene. | |
Unit-4 |
Teaching Hours:16 |
Mise-en-scène
|
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Understanding the concept and the elements of Mise-en-scene, developing aesthetic sense in positioning objects and people in the frame, and finding lighting and colours to construct a meaningful mise-en-scene. | |
Unit-4 |
Teaching Hours:16 |
Mise-en-scène
|
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Understanding the concept and the elements of Mise-en-scene, developing aesthetic sense in positioning objects and people in the frame, and finding lighting and colours to construct a meaningful mise-en-scene. | |
Text Books And Reference Books: David Mamet (2000) On Directing Film : PENGUIN USA | |
Essential Reading / Recommended Reading Blake Snyder (2005) Save the cat : Michael Wiese Productions | |
Evaluation Pattern Assignment I-CIA I- Advertisement (20) Assignment II- CIA II-Mid-Semester Exam- Vlog (50) Assignment III- CIA III: Screenplay writing conceptualising a narrative (20) Assignment IV- End-Semester Exam- Shooting a Sequence with 3 Scenes (50) | |
CME102-2 - WRITING FOR MEDIA (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Performing artists often need fine writing to either publicize or promote or clarify diverse aspects of their work to specific publics, on a variety of platforms. From persuading an interested audience to watch a performance to furthering the standards of interpreting a performance, writing can be deftly employed to serve a variety of purposes. Good writing has the potential to promote artistic sensitivity and establish the link between art, society and culture. This course aims to lay a foundation for the students of performing arts to refine their writing skills, and aid in the process of crafting written content for different media platforms |
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Learning Outcome |
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CO1: Demonstrate knowledge of the mechanics of writing CO2: Employ writing skills for art journalism CO3: Deploy writing skills for promoting art-centric content across different media platforms |
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Unit-1 |
Teaching Hours:10 |
Basics
|
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Grammar: Mechanics of Writing: Mastering punctuations, choosing prepositions, knowing when to employ intensifiers and qualifiers, using precise adverbs and adjectives, avoiding tautology, using action words, replacing repetitive words, writing in other words, employing present tense, varying sentence lengths, varying sentence structures, using parallel constructions.
Understanding Writing: Writing in contrast to other forms of human expression Writing as a slow, reflective, cerebral process Understanding Context: Temporal | Geographical | Socio-Political Understanding audience: Tastes | Values | Levels of intelligibility and | needs Understanding Purpose: Personal Objectives | Organizational Objectives | Social Objectives | Desired Impact | |
Unit-1 |
Teaching Hours:10 |
Basics
|
|
Grammar: Mechanics of Writing: Mastering punctuations, choosing prepositions, knowing when to employ intensifiers and qualifiers, using precise adverbs and adjectives, avoiding tautology, using action words, replacing repetitive words, writing in other words, employing present tense, varying sentence lengths, varying sentence structures, using parallel constructions.
Understanding Writing: Writing in contrast to other forms of human expression Writing as a slow, reflective, cerebral process Understanding Context: Temporal | Geographical | Socio-Political Understanding audience: Tastes | Values | Levels of intelligibility and | needs Understanding Purpose: Personal Objectives | Organizational Objectives | Social Objectives | Desired Impact | |
Unit-1 |
Teaching Hours:10 |
Basics
|
|
Grammar: Mechanics of Writing: Mastering punctuations, choosing prepositions, knowing when to employ intensifiers and qualifiers, using precise adverbs and adjectives, avoiding tautology, using action words, replacing repetitive words, writing in other words, employing present tense, varying sentence lengths, varying sentence structures, using parallel constructions.
Understanding Writing: Writing in contrast to other forms of human expression Writing as a slow, reflective, cerebral process Understanding Context: Temporal | Geographical | Socio-Political Understanding audience: Tastes | Values | Levels of intelligibility and | needs Understanding Purpose: Personal Objectives | Organizational Objectives | Social Objectives | Desired Impact | |
Unit-2 |
Teaching Hours:10 |
Different types of Writing
|
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Expository | Descriptive | Narrative | Argumentative | |
Unit-2 |
Teaching Hours:10 |
Different types of Writing
|
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Expository | Descriptive | Narrative | Argumentative | |
Unit-2 |
Teaching Hours:10 |
Different types of Writing
|
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Expository | Descriptive | Narrative | Argumentative | |
Unit-3 |
Teaching Hours:10 |
Journalistic Writing
|
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- What is NEWS? - News worthiness: Currency | Impact | Timeliness | Prominence | Proximity | Controversy | Oddity | Consequence | Human Interest | Extremity - News Angles: What to focus on; whom to include, narrative structure - Writing press releases, reporting events | |
Unit-3 |
Teaching Hours:10 |
Journalistic Writing
|
|
- What is NEWS? - News worthiness: Currency | Impact | Timeliness | Prominence | Proximity | Controversy | Oddity | Consequence | Human Interest | Extremity - News Angles: What to focus on; whom to include, narrative structure - Writing press releases, reporting events | |
Unit-3 |
Teaching Hours:10 |
Journalistic Writing
|
|
- What is NEWS? - News worthiness: Currency | Impact | Timeliness | Prominence | Proximity | Controversy | Oddity | Consequence | Human Interest | Extremity - News Angles: What to focus on; whom to include, narrative structure - Writing press releases, reporting events | |
Unit-4 |
Teaching Hours:10 |
Writing about Performances
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Situating and interpreting Cultural Context | Creator’s contribution | Oeuvre | Genre | Conflicts | Characters | Background (cast, finance, setting, sound, lighting, editing, background music [in case of a play]) | sensory impact | finer aspects of performance | |
Unit-4 |
Teaching Hours:10 |
Writing about Performances
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Situating and interpreting Cultural Context | Creator’s contribution | Oeuvre | Genre | Conflicts | Characters | Background (cast, finance, setting, sound, lighting, editing, background music [in case of a play]) | sensory impact | finer aspects of performance | |
Unit-4 |
Teaching Hours:10 |
Writing about Performances
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Situating and interpreting Cultural Context | Creator’s contribution | Oeuvre | Genre | Conflicts | Characters | Background (cast, finance, setting, sound, lighting, editing, background music [in case of a play]) | sensory impact | finer aspects of performance | |
Unit-5 |
Teaching Hours:20 |
Writing tasks
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- Writing for Flyers, Posters, Brochures, Promotional content for Campaigns: - Packing vital pieces of information, deciding prominence and order, Strategizing audience-engagement aspects - Writing a long form piece: Gathering Information, Logical Sequencing, Narrative Ordering, Sustaining reader-interest - Writing for microblogging sites - Twitter and Instagram: Understanding trends, using second-person pronouns, evoking emotional response, brevity, using hashtags and multimedia content | |
Unit-5 |
Teaching Hours:20 |
Writing tasks
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- Writing for Flyers, Posters, Brochures, Promotional content for Campaigns: - Packing vital pieces of information, deciding prominence and order, Strategizing audience-engagement aspects - Writing a long form piece: Gathering Information, Logical Sequencing, Narrative Ordering, Sustaining reader-interest - Writing for microblogging sites - Twitter and Instagram: Understanding trends, using second-person pronouns, evoking emotional response, brevity, using hashtags and multimedia content | |
Unit-5 |
Teaching Hours:20 |
Writing tasks
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|
- Writing for Flyers, Posters, Brochures, Promotional content for Campaigns: - Packing vital pieces of information, deciding prominence and order, Strategizing audience-engagement aspects - Writing a long form piece: Gathering Information, Logical Sequencing, Narrative Ordering, Sustaining reader-interest - Writing for microblogging sites - Twitter and Instagram: Understanding trends, using second-person pronouns, evoking emotional response, brevity, using hashtags and multimedia content | |
Text Books And Reference Books: Banes, Sally, et al. Before, between, and beyond: Three Decades of Dance Writing. University of Wisconsin Press, 2007. Brooks, Brian S., et al. Working with Words a Handbook for Media Writers and Editors. Bedford/St. Martins, 2020. Casagrande, June. It Was the Best of Sentences, It Was the Worst of Sentences: a Writer's Guide to Crafting Killer Sentences. Langara College, 2018. | |
Essential Reading / Recommended Reading Marshall, Carrie. Writing for Social Media. BCS, The Chartered Institute for IT, 2018. Stovall, James Glen. Writing for the Mass Media. Pearson/Allyn and Bacon, 2009 Tanner, Stephen J., et al. Feature Writing. Oxford University Press, 2017. Truss, L. Eats, Shoots and Leaves: The Zero Tolerance Approach to Punctuation. Profile, 2003. | |
Evaluation Pattern The course will primarily be submission-based, except with CIA 2 (Mid-semester) as a centralised written exam. The ESE submission will be followed by a viva. CIA I- Submission (20 marks) MSE- Centralised written exam (50 marks) CIA III: Submission (30 marks) ESE-Submission + Viva (30+20 marks) | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Learning Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
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Unit-1 |
Teaching Hours:4 |
language
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Unit-2 |
Teaching Hours:6 |
Language
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Unit-2 |
Teaching Hours:6 |
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Unit-2 |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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In the Height of Fashion-Henry Lawson | |
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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-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 | |
MUS001-2 - PRACTICAL FUNDAMENTALS - II (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This bridge course continues to practically develop foundational aspects of musical abilities; namely, aural mechanics with solfeggio and developing musical literature skills through critical listening. These skills build upon those developed in Practical Fundamentals - I, further developing aural skills to be applied to all other courses within the music department. The Music Literature unit provides an introduction to the history and development of Western music from the Antiquity to the Classical period. Students will engage in active listening to and analysis of a wide variety of musical pieces. Through lectures, discussions and listening assignments, students will gain an understanding of the major musical styles, composers and works of each period; as well as the historical and social context in which they were created. During this course students will develop a deeper appreciation of music history, enhance analytical and critical listening skills, expand musical vocabulary and knowledge, cultivate creativity and imagination, nurture their empathy and enrich their cultural literacy. |
|
Learning Outcome |
|
CO1: Aurally identify chromatic intervals in any direction within an octave from any note. CO2: Sing (using solfeggio) and transcribe notated scores that use chromatic elements. CO3: Identify and describe the characteristics of the major musical periods from Antiquity to the Classical period. CO4: Describe the biography and the main stylistic characteristics of seminal composers. CO5: Analyse musical examples by clearly describing and identifying main themes and ideas of pieces. CO6: Aurally identify main themes of pieces in order to identify composer, name of pieces and historical epoch. |
|
Unit-1 |
Teaching Hours:30 |
|||||||||||||||||||||
Music Literature
|
||||||||||||||||||||||
Styles: Music in Antiquity, Middle Ages, Renaissance, Baroque & Classical Periods Composers: J.S. Bach; G.F. Handel; F.J. Haydn; W.A. Mozart; L.v. Beethoven | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:30 |
|||||||||||||||||||||
Music Literature
|
||||||||||||||||||||||
Styles: Music in Antiquity, Middle Ages, Renaissance, Baroque & Classical Periods Composers: J.S. Bach; G.F. Handel; F.J. Haydn; W.A. Mozart; L.v. Beethoven | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:30 |
|||||||||||||||||||||
Chromatic Aural Techniques
|
||||||||||||||||||||||
Tetrachords: Major; Minor; Phrygian; Harmonic; Pyknon; Chromatic & Lydian Aural exercises pertaining to repertoire covered in Unit 1 | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:30 |
|||||||||||||||||||||
Chromatic Aural Techniques
|
||||||||||||||||||||||
Tetrachords: Major; Minor; Phrygian; Harmonic; Pyknon; Chromatic & Lydian Aural exercises pertaining to repertoire covered in Unit 1 | ||||||||||||||||||||||
Text Books And Reference Books: Essential materials will be provided by the faculty on the online learning management system. | ||||||||||||||||||||||
Essential Reading / Recommended Reading Kamien, Roger (2006). Music: An Appreciation. 5th Ed. McGraw-Hill, Boston, Mass. | ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
MUS101-2 - PERFORMANCE SPECIALISATION - II (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:4 |
No of Lecture Hours/Week:4 |
|||||||||||||||||||||
Max Marks:100 |
Credits:4 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
Performance specialisation is a student's practical music output. It is the most important course among all music courses as it is the medium through which musical communication occurs. This course offers multiple areas for interaction between instructor and learner. The instructor will develop individual course plans to suit each student’s needs and requirements. Faculty will determine which units will be taken by each student based on their theoretical and practical level. Students will need to undertake 4 hours of practical class per week as determined by the professors. |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO 1: Combine aspects of interpretation, sociocultural context, and technical ability to generate emotional expression within performance. CO 2: Demonstrate appropriate posture and playing techniques for fluent performance. CO 3: Translate musical notation, language and nomenclature of each piece and interpret relevant musical information from the score. CO 4: Design appropriate practice regime for both solo and ensemble to suit individual and ensemble repertoire requirements. CO 5: Develop Stage presence, presentation, and communication skills (both musically and linguistically) to manage musical goals, thus also contributing to the ensemble performance. |
||||||||||||||||||||||
Unit-1 |
Teaching Hours:60 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Concert and Collaborative Piano
|
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:60 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Concert and Collaborative Piano
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:60 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Vocal Specialisation
|
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Unit-2 |
Teaching Hours:60 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Vocal Specialisation
|
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| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Kamien, Roger (2006). Music: An Appreciation. 5th Ed. McGraw-Hill, Boston, Mass. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Refer to the evaluation pattern under each unit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
MUS102-2 - MUSIC DIALOGUES - II (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sounds, or music, produced by their voices or musical instruments, have been the major medium for human beings to establish a dialogue with universal life and natural forces, with animals, plants, and with everything on the earth attributed with living force or individual entity, and with spirits. Human beings and human societies dialogue among themselves through music. The different forms of music or organized sound created by human beings are in constant dialogue with each other, producing new musical forms and musical instruments. All such dialogues are embodied in specific forms, sounds, styles of voice production, and musical instruments.The course investigates such kinds of dialogues based on music. It studies and compares different aspects of selected music traditions in order to highlight and comprehend the respective most important and distinguishing concepts and shared practices and views. The approach to the study of such traditions is based on 1) socio-historical contextualization, 2) study of the aesthetics of music and the main theoretical concepts, and 3) analysis of musical compositions. |
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Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Confront and explore unfamiliar musical sounds, concepts, repertoires, and practices. CO2: Translate the musical notation, language, and nomenclature of each piece and interpret relevant musical information from the score CO3: Link the study of musical structures with the social context CO4: Relate music to its historical, social, cultural, political, economic, and religious contexts |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:4 |
||||||||||||||
Theories of music in well-structured societies
|
|||||||||||||||
Introduction, Outline, and Overview; musicians and musical instruments in the view of the monotheistic religions and according to contemporary cosmologies and recent findings resulting from genetics | |||||||||||||||
Unit-1 |
Teaching Hours:4 |
||||||||||||||
Theories of music in well-structured societies
|
|||||||||||||||
Introduction, Outline, and Overview; musicians and musical instruments in the view of the monotheistic religions and according to contemporary cosmologies and recent findings resulting from genetics | |||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||
Making music for the Gods
|
|||||||||||||||
Human Evolution, Archaeology, and the Origins of Music; Music in ancient civilizations: Near East, Greece | |||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||
Making music for the Gods
|
|||||||||||||||
Human Evolution, Archaeology, and the Origins of Music; Music in ancient civilizations: Near East, Greece | |||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||
Praising the God
|
|||||||||||||||
Singing for the God in Europe: Gregorian chant and the School of Notre Dame the Paris | |||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||
Praising the God
|
|||||||||||||||
Singing for the God in Europe: Gregorian chant and the School of Notre Dame the Paris | |||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||
Making music to remember the god
|
|||||||||||||||
Religious music in Islamic traditions | |||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||
Making music to remember the god
|
|||||||||||||||
Religious music in Islamic traditions | |||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||
Singing for the gods and playing for the demons
|
|||||||||||||||
Making music for the King-God: Dhrupad music; ritual music in South Indian temples; music in Kutiyattam theatre | |||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||
Singing for the gods and playing for the demons
|
|||||||||||||||
Making music for the King-God: Dhrupad music; ritual music in South Indian temples; music in Kutiyattam theatre | |||||||||||||||
Unit-6 |
Teaching Hours:6 |
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Chanting the gods into mantras
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Congregational singing. Buddhist chanting traditions | |||||||||||||||
Unit-6 |
Teaching Hours:6 |
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Chanting the gods into mantras
|
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Congregational singing. Buddhist chanting traditions | |||||||||||||||
Text Books And Reference Books: Timothy Rice. Ethnomusicology A Very Short Introduction. Oxford (2014) Timothy Rice, Dave Wilson. Gateways to Understanding Music. Routledge (2019) Philip V. Bohlman. World Music: A Very Short Introduction. Oxford (2002) Margaret_Stutley. Shamanism an introduction. Routledge (2003) | |||||||||||||||
Essential Reading / Recommended Reading Uri Gabbay. Drums, Hearts, Bulls, and Dead Gods: The Theology of the Ancient Mesopotamian Kettledrum. Journal of Ancient near Eastern Religions 18 (2018) 1–47 Mauricio Molina. Tympanum tuum Cybele : Pagan Use and Christian Transformation of a Cultic Greco-Roman Percussion Instrument. In Jaume Almirall (ed) Moysiké = Música : la música en el món antic i el món antic en la música (2014). Veronica Doubleday. The Frame Drum in the Middle East Women, Musical Instruments and Power. Ethnomusicology, Vol. 43, No. 1 (Winter, 1999), pp. 101-134 Paolo Pacciolla. Rain of Life Rain of Music Music as Life Power in Indian Thought and Contemporary Musical Traditions. Journal of South Asian Studies, 2021 Gilbert Rouget. Music and Trance. A Theory of the Relations Between Music and Possession. Chicago (1985) | |||||||||||||||
Evaluation Pattern
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MUS161-2 - MUSIC THEORY AND AURAL - II (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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Building on concepts taught in MUS161-1 Music Theory & Aural I, this course expands the basic foundations taught to include chromatic listening methods for transcription. Musical knowledge of forms and styles help contextualize information covered in Harmony and History core courses in second and third years. Transcription skills are further expanded focusing on longer musical excerpts and compound time signatures. |
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Learning Outcome |
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CO1: Define fundamental terminologies & musical terms used in western music theory to enhance practical performance. CO2: Use basic music analysis to uncover chordal progressions. CO3: Recreate musical forms and styles using underlying musical blueprints. CO4: Transcribe rhythms and melodies in simple and compound time signatures to quaver / semiquaver subdivisions. CO 5: Link the theoretical knowledge through musical analysis to enhance practical performance & aural skills. |
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Unit-1 |
Teaching Hours:15 |
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Music Theory Rudiments II
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Revision of Triads, inversion, 7th chords; Cadences; Non-Chord tones; Suspensions; Roman numeral/Harmonic Analysis; Common Chord Progressions; Secondary Dominants, Basic 4-part writing, Concept of Transposition. | ||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Music Theory Rudiments II
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Revision of Triads, inversion, 7th chords; Cadences; Non-Chord tones; Suspensions; Roman numeral/Harmonic Analysis; Common Chord Progressions; Secondary Dominants, Basic 4-part writing, Concept of Transposition. | ||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Musical Forms
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Nomenclature; Phrase structure; One-part, Binary, Ternary and Rondo Forms; Classical Sonata, Concerto and Symphonic Forms; Romantic Sonata, Concerto and Symphonic Forms. | ||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Musical Forms
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Nomenclature; Phrase structure; One-part, Binary, Ternary and Rondo Forms; Classical Sonata, Concerto and Symphonic Forms; Romantic Sonata, Concerto and Symphonic Forms. | ||||||||||||||||||||||||||||
Text Books And Reference Books: Will be provided by the faculty in-charge. | ||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Kostka, Stefan M. and Dorothy Payne. (2018). Tonal Harmony, with an introduction to twentieth-century music. New York: McGraw-Hill Education. Steven G. Laitz. (2003). The complete musician: an integrated approach to tonal theory, analysis and listening. New York; Oxford: Oxford University Press. Edlund, L. (1963). Modus Vetus: Sight Singing and Ear-Training in Major/Minor Tonality, Edition Wilhelm Hansen Stockholm, J & W Chester, London. | ||||||||||||||||||||||||||||
Evaluation Pattern
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MUS181-2 - DANCE AND MOVEMENT (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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This course has been conceptualized in order to understand and explore Dance Movement Therapy, a discipline that is supported by a solid theoretical and technical background. It has huge applicability: it works in the clinical, social, educational, and artistic fields. At the same time, the different matrices, like artistic, anthropology, psychiatric, and psychodynamic – make Dance Movement Therapy one of the most holistic disciplines for the ability to combine and include elements from different subjects. |
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Learning Outcome |
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CO1: Demonstrate practical understandings about dance: from ancient social function to performance, from performance to therapy. CO2: Demonstrate human body expression through the Gross Motor Skills Development, and the Global Motor Coordination Schemes according to Bartenieff, the Effort/Shape system of movement analysis according Laban. CO3: Demonstrate how to work on the body schema, body image, and physical self-concept. CO4: Apply the body schema, body image and physical self-concepts to express emotion through dance approaches, improving confidence and self-esteem CO5: Discuss how Dance Movement Therapy deals with life: instances of different social areas in which DMT is practiced. |
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Unit-1 |
Teaching Hours:4 |
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Introduction and historical/theoretical contextualization
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Introduction, Outline, and Overview; Human Body Expressions | |||||||||||||||||||||
Unit-1 |
Teaching Hours:4 |
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Introduction and historical/theoretical contextualization
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Introduction, Outline, and Overview; Human Body Expressions | |||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Diving into the experience
|
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Global Motor Coordination Schemes; warm-up; Rhythm and music in Dance Movement Therapy | |||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Diving into the experience
|
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Global Motor Coordination Schemes; warm-up; Rhythm and music in Dance Movement Therapy | |||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
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The Music for Dance Movement Therapy
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Which music for which Dance Movement Therapy; how to work with an image | |||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
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The Music for Dance Movement Therapy
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Which music for which Dance Movement Therapy; how to work with an image | |||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Groups and their different relational dynamic
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Dance Movement Therapy: work with different groups; props in Dance Movement Therapy. | |||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Groups and their different relational dynamic
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Dance Movement Therapy: work with different groups; props in Dance Movement Therapy. | |||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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The dual setting and the community
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The body dialogue; the social function of the dance; the Empathic, Exploratory, Pedagogical, and Integrative proposal in Dance Movement Therapy | |||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
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The dual setting and the community
|
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The body dialogue; the social function of the dance; the Empathic, Exploratory, Pedagogical, and Integrative proposal in Dance Movement Therapy | |||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
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The artistic matrix of Dance Movement Therapy
|
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Dance and Dance Movement Therapy: same roots and different goals; how to create sequence of dance choreography for different purposes | |||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
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The artistic matrix of Dance Movement Therapy
|
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Dance and Dance Movement Therapy: same roots and different goals; how to create sequence of dance choreography for different purposes | |||||||||||||||||||||
Text Books And Reference Books: Laban Rudolf, The master of Movement. MacDonalds and Evans Limited (1975) | |||||||||||||||||||||
Essential Reading / Recommended Reading Peggy Hackney, Making connections. Total body Integration. Routledge 2002. | |||||||||||||||||||||
Evaluation Pattern
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CME103-3 - INTRODUCTION SOCIAL MEDIA (2023 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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Course description: Social media has disrupted communication channels and created challenges for the way we interact with each other – as an individual, organization, society, professional or consumer. This course explores the pervasive impact social media is having on our society socially, culturally and theoretically. It also provides students with the new possibilities and limitations of the platform with which present society and its interactions are shaped. Finally, the course offers the students with the practical skills to have an edge on the strategies to be followed on social media as a user, producer and consumer. |
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Learning Outcome |
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CO1: By the end of the course the learner will be able to:
● Compare and contrast the purpose and features of different types of social
media, including: blogs, social networks, wikis, and photo and video sharing
sites.
C02: ● Create and maintain social media accounts on various platforms CO3: ● Effectively utilize multiple forms of social media and create social campaigns |
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Unit-1 |
Teaching Hours:10 |
Introduction
|
|
1. Digital natives and immigrants 2. YouTube generation, #culture and trends. 3. Visual language - emojis. 4. Landscape of social media - education, politics, marketing, games, crowd sourcing. | |
Unit-1 |
Teaching Hours:10 |
Introduction
|
|
1. Digital natives and immigrants 2. YouTube generation, #culture and trends. 3. Visual language - emojis. 4. Landscape of social media - education, politics, marketing, games, crowd sourcing. | |
Unit-1 |
Teaching Hours:10 |
Introduction
|
|
1. Digital natives and immigrants 2. YouTube generation, #culture and trends. 3. Visual language - emojis. 4. Landscape of social media - education, politics, marketing, games, crowd sourcing. | |
Unit-2 |
Teaching Hours:10 |
Social Media Intellgience
|
|
Social media monitoring. 2. Fundamentals of opinion formation. 3. Social effects of strangers. 4. Echo chambers, the new influential. | |
Unit-2 |
Teaching Hours:10 |
Social Media Intellgience
|
|
Social media monitoring. 2. Fundamentals of opinion formation. 3. Social effects of strangers. 4. Echo chambers, the new influential. | |
Unit-2 |
Teaching Hours:10 |
Social Media Intellgience
|
|
Social media monitoring. 2. Fundamentals of opinion formation. 3. Social effects of strangers. 4. Echo chambers, the new influential. | |
Unit-3 |
Teaching Hours:10 |
Issues
|
|
1. Privacy, Laws and Ethics. 2. Social networking and social capital. 3. Memes and trolls. 4. Identity 5. Slacktivism 6. Digital divide 7. Technological determinism. 8. Case study - Fake News & Paid News | |
Unit-3 |
Teaching Hours:10 |
Issues
|
|
1. Privacy, Laws and Ethics. 2. Social networking and social capital. 3. Memes and trolls. 4. Identity 5. Slacktivism 6. Digital divide 7. Technological determinism. 8. Case study - Fake News & Paid News | |
Unit-3 |
Teaching Hours:10 |
Issues
|
|
1. Privacy, Laws and Ethics. 2. Social networking and social capital. 3. Memes and trolls. 4. Identity 5. Slacktivism 6. Digital divide 7. Technological determinism. 8. Case study - Fake News & Paid News | |
Unit-4 |
Teaching Hours:15 |
Social Media Skills
|
|
1. Social media strategies for various platforms including Facebook, Instagram, LinkedIn, Twitter, Tiktok and also search platforms like Google advertising, 2. Introduction to SEO 3. Creating social media campaigns 4. Social media marketing 5. Content Virality 6. Ads creation 7. Audience building, Analytics | |
Unit-4 |
Teaching Hours:15 |
Social Media Skills
|
|
1. Social media strategies for various platforms including Facebook, Instagram, LinkedIn, Twitter, Tiktok and also search platforms like Google advertising, 2. Introduction to SEO 3. Creating social media campaigns 4. Social media marketing 5. Content Virality 6. Ads creation 7. Audience building, Analytics | |
Unit-4 |
Teaching Hours:15 |
Social Media Skills
|
|
1. Social media strategies for various platforms including Facebook, Instagram, LinkedIn, Twitter, Tiktok and also search platforms like Google advertising, 2. Introduction to SEO 3. Creating social media campaigns 4. Social media marketing 5. Content Virality 6. Ads creation 7. Audience building, Analytics | |
Text Books And Reference Books: Athique, A. (2013). Digital media and society: An introduction. Cambridge, England ; Malden, Massachusetts: Polity Press. Barker Melissa.S. (2013). Social Media Marketing: A Strategic Approach. New Delhi: Cengage Learning. Danesi, M. (2017). The semiotics of Emoji: The rise of visual language in the age of the Internet. London: Bloomsbury publishing inc.. Gunter, B., Elareshi, M., & Al-Jaber, K. (2016). Social media in the Arab world: Communication and public opinion in the Gulf states. London: I.B.Tauris. Moe, W. W., &Schweidel, D. A. (2014). Social Media Intelligence. New York: Cambridge University Press. Murthy, D. (2013). Twitter: Social communication in the Twitter age. Cambridge: Polity. | |
Essential Reading / Recommended Reading Ahluwalia J.P. (2012). Social Media Monitoring. New Delhi: Altar Publishing House. 2. Blanchard Olivier. (2012). Social Media ROI: Managing and Measuring Social Media Efforts in your Organization. New Delhi: Pearson. 3. Piskorski, M. J. (2014). A social strategy: How we profit from social media. New York: Princeton. | |
Evaluation Pattern Four Practical Submissions where they work with a
Social media Account CIA1: 15 day promotion on Facebook CIA 2: 15 day promotion on Twitter /Micro blogging CIA 3: 15 day promotion on Instagram/ visual blog CIA4: 5 weeks 360-degree social media campaign. | |
CME201-3 - SOUND DESIGN AND VIDEO EDITING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The Course will provide students the basic understanding of the importance of Sound Design and video editing in the Creative Media. Practicing hands-on skills in Sound production, editing software helps them to take up further projects in future. The objective of this course is to help students learn the creative and technical skills in the process of sound design and video editing. |
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Learning Outcome |
|
CO1: Be able to show that you know your way around professional sound designing and video editing for future productions in the field of creative media. CO2: Students will be able to use what they've learned about how Sound and Editing works and how to use them to create effective media productions by understanding the importance of the roles of sound designers and editors in audio/visual productions. CO3: Demonstrate practical skills for post-production workflows, from understanding content to developing the scope of sound design by selecting the different types of relevant sounds and the required technical and aesthetic editing skills, mastery of software tools, product delivery in required industry standard formats. |
|
Unit-1 |
Teaching Hours:15 |
INTRODUCTION TO SOUND
|
|
Understanding Sounds and Cultures-Introduction to Sound – Sound behaviour in interior vs. exterior environments- Transmission of sound, Types in forms of sound waves, General Discussion in how sound travels in different medium -Air, Ground and Light. How Hearing works for Human, Emotions and Sound, Different Sound properties -Frequency, Hertz, Amplitude, Period, Wavelength, Difference between Analog and digital waves. | |
Unit-1 |
Teaching Hours:15 |
INTRODUCTION TO SOUND
|
|
Understanding Sounds and Cultures-Introduction to Sound – Sound behaviour in interior vs. exterior environments- Transmission of sound, Types in forms of sound waves, General Discussion in how sound travels in different medium -Air, Ground and Light. How Hearing works for Human, Emotions and Sound, Different Sound properties -Frequency, Hertz, Amplitude, Period, Wavelength, Difference between Analog and digital waves. | |
Unit-1 |
Teaching Hours:15 |
INTRODUCTION TO SOUND
|
|
Understanding Sounds and Cultures-Introduction to Sound – Sound behaviour in interior vs. exterior environments- Transmission of sound, Types in forms of sound waves, General Discussion in how sound travels in different medium -Air, Ground and Light. How Hearing works for Human, Emotions and Sound, Different Sound properties -Frequency, Hertz, Amplitude, Period, Wavelength, Difference between Analog and digital waves. | |
Unit-2 |
Teaching Hours:15 |
Audience emotions and audience Engagement-Create and communicate Soundtracks-Storytelling through sound.
|
|
Foley technique. Diegetic and non-diegetic sound, Practical Exercises-Introducing Sound design software’s like Adobe audition, audacity Recording Techniques-Mobile Phone Recordings- Recording to camera- Noise-Protocol. Different types of Microphones, Capture and Pickup patterns of Mic, Understanding Mic Specifications, Discussions in Mic placements and its importance. Approaches to Sound Design-Foley and Sound effects -Creating a Sound Design-Sound Editing-Recording a sound, synchronizing sound Audio to Video, Voiceovers and ADR General Discussion of Different types of channels -Mono, Stereo-2.1,5.1 and Auro 3d Technology, Immersive, Dolby Atmos. Techniques in Recording a sound, Synchronizing sound Audio to Video. | |
Unit-2 |
Teaching Hours:15 |
Audience emotions and audience Engagement-Create and communicate Soundtracks-Storytelling through sound.
|
|
Foley technique. Diegetic and non-diegetic sound, Practical Exercises-Introducing Sound design software’s like Adobe audition, audacity Recording Techniques-Mobile Phone Recordings- Recording to camera- Noise-Protocol. Different types of Microphones, Capture and Pickup patterns of Mic, Understanding Mic Specifications, Discussions in Mic placements and its importance. Approaches to Sound Design-Foley and Sound effects -Creating a Sound Design-Sound Editing-Recording a sound, synchronizing sound Audio to Video, Voiceovers and ADR General Discussion of Different types of channels -Mono, Stereo-2.1,5.1 and Auro 3d Technology, Immersive, Dolby Atmos. Techniques in Recording a sound, Synchronizing sound Audio to Video. | |
Unit-2 |
Teaching Hours:15 |
Audience emotions and audience Engagement-Create and communicate Soundtracks-Storytelling through sound.
|
|
Foley technique. Diegetic and non-diegetic sound, Practical Exercises-Introducing Sound design software’s like Adobe audition, audacity Recording Techniques-Mobile Phone Recordings- Recording to camera- Noise-Protocol. Different types of Microphones, Capture and Pickup patterns of Mic, Understanding Mic Specifications, Discussions in Mic placements and its importance. Approaches to Sound Design-Foley and Sound effects -Creating a Sound Design-Sound Editing-Recording a sound, synchronizing sound Audio to Video, Voiceovers and ADR General Discussion of Different types of channels -Mono, Stereo-2.1,5.1 and Auro 3d Technology, Immersive, Dolby Atmos. Techniques in Recording a sound, Synchronizing sound Audio to Video. | |
Unit-3 |
Teaching Hours:15 |
Introduction to Adobe Premiere Pro, Adobe, Adobe Audition.
|
|
Basic understanding of shots, scenes and Sequence Continuity- Different types of Cuts and Transitions that involve editing a video. Brief introduction and interface tour of Premier Pro. Various windows, importing video clips, organizing clips using bins, creating a rough cut, Timeline window tools, Trimming clips. Creating a new title, setting up the title window, rolling and crawling text, graphic object, adding shadow, colour, transparency and gradients, using title pre-sets Audio processing, adjusting fade and Cross Fade, Fades in timeline, Audio mixer window, Non-linear fades, Muting and swapping channels in a stereo clip, viewing audio clips. Starting a project, removing unused clips from project, naming, finding and deleting items, working with palettes- Transition effects. Segment effects in the editing software- reasons, creating split screens. Rendering Techniques, Export technique, exporting a video, file Types-Understanding the colour value of edited footage. Exporting render Data
| |
Unit-3 |
Teaching Hours:15 |
Introduction to Adobe Premiere Pro, Adobe, Adobe Audition.
|
|
Basic understanding of shots, scenes and Sequence Continuity- Different types of Cuts and Transitions that involve editing a video. Brief introduction and interface tour of Premier Pro. Various windows, importing video clips, organizing clips using bins, creating a rough cut, Timeline window tools, Trimming clips. Creating a new title, setting up the title window, rolling and crawling text, graphic object, adding shadow, colour, transparency and gradients, using title pre-sets Audio processing, adjusting fade and Cross Fade, Fades in timeline, Audio mixer window, Non-linear fades, Muting and swapping channels in a stereo clip, viewing audio clips. Starting a project, removing unused clips from project, naming, finding and deleting items, working with palettes- Transition effects. Segment effects in the editing software- reasons, creating split screens. Rendering Techniques, Export technique, exporting a video, file Types-Understanding the colour value of edited footage. Exporting render Data
| |
Unit-3 |
Teaching Hours:15 |
Introduction to Adobe Premiere Pro, Adobe, Adobe Audition.
|
|
Basic understanding of shots, scenes and Sequence Continuity- Different types of Cuts and Transitions that involve editing a video. Brief introduction and interface tour of Premier Pro. Various windows, importing video clips, organizing clips using bins, creating a rough cut, Timeline window tools, Trimming clips. Creating a new title, setting up the title window, rolling and crawling text, graphic object, adding shadow, colour, transparency and gradients, using title pre-sets Audio processing, adjusting fade and Cross Fade, Fades in timeline, Audio mixer window, Non-linear fades, Muting and swapping channels in a stereo clip, viewing audio clips. Starting a project, removing unused clips from project, naming, finding and deleting items, working with palettes- Transition effects. Segment effects in the editing software- reasons, creating split screens. Rendering Techniques, Export technique, exporting a video, file Types-Understanding the colour value of edited footage. Exporting render Data
| |
Unit-4 |
Teaching Hours:15 |
Analysing best outputs in Sound and Editing-Discussion about Industry
|
|
Analysing best outputs in Sound and Editing-Discussion about Industry usages of Sound Design and Video Editing Software-Technological Advancements in Editing-Technological Advancements in Sound Design. Working with Sound and Video editing software’s. Project, Assignment Review and Doubt Clearing Sessions. General discussion on future career, Higher educational Opportunities and employability in the fields of Sound Design and Video Editing | |
Unit-4 |
Teaching Hours:15 |
Analysing best outputs in Sound and Editing-Discussion about Industry
|
|
Analysing best outputs in Sound and Editing-Discussion about Industry usages of Sound Design and Video Editing Software-Technological Advancements in Editing-Technological Advancements in Sound Design. Working with Sound and Video editing software’s. Project, Assignment Review and Doubt Clearing Sessions. General discussion on future career, Higher educational Opportunities and employability in the fields of Sound Design and Video Editing | |
Unit-4 |
Teaching Hours:15 |
Analysing best outputs in Sound and Editing-Discussion about Industry
|
|
Analysing best outputs in Sound and Editing-Discussion about Industry usages of Sound Design and Video Editing Software-Technological Advancements in Editing-Technological Advancements in Sound Design. Working with Sound and Video editing software’s. Project, Assignment Review and Doubt Clearing Sessions. General discussion on future career, Higher educational Opportunities and employability in the fields of Sound Design and Video Editing | |
Text Books And Reference Books: Bob Harvey. (2011). How to make your own video or short film. Gurgaon: Research press. Brooks, B. S., & Pinson, J. L. (2015). The art of editing in the age of convergence. CRC Press. Maxim jago.(2018). Adobe premiere pro cc classroom in a book: the official training workbook from adobe. Pearson Education. Neil Hillman. (2021). Sound for Moving Pictures: The Four Sound Areas (Sound Design).Focal Press. Patrick Winters. (2017). Sound Design for Low & No Budget Films.Routledge. | |
Essential Reading / Recommended Reading Rose, Jay. (2009). Audio postproduction for film and video. Burlington: Focal Press. Thompson, Roy. (2013)). Grammar of the edit. Burlington Focal Press. Ruark Gordon. (2023). Video Editing Basics.Tapinga Books Steve Nossiter.(2015). 7 Steps to Brilliant Production Audio for Film Makers: Pro tips on how to prepare for, capture, process, mix & deliver sound for film and TV. Kindle Edition. | |
Evaluation Pattern Assignment I -CIA 1 – Narrating a story by using Foley sounds for 4minutes-(10 M) Assignment II-CIA 2 – Creating a Show reel by using different camera angles, shots and Editing-4 minutes-(20 M) Assignment III-CIA 3 – Classroom Presentations /Group Assignments on Sound Design & Video Editing-(20M) Assignment IV-ESE submission – Work on Sound effects/Editing for a short Video/Scene of 5 minutes (30) & Viva (20) | |
FRE181-3 - FRENCH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease |
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Learning Outcome |
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CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease. |
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Unit-1 |
Teaching Hours:9 |
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Teaching Hours:9 |
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Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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-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-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-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-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-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-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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
|
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Unit-2 |
Teaching Hours:7 |
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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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
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Text Books And Reference Books: Le Robert et Nathan, Conjugaison, English Edition | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern I. Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion Paper Pattern· Section A - Test of linguistic ability through grammar components – 10 marks · Section B - Test of translating abilities and comprehension, short answers - 20 marks · Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks CIA -1 10 marks CIA- 2 50 marks CIA –3 10 marks ESE 50 marks.
| ||||||||||||||||||||||
GER181-3 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills. Course Objectives:
· To achieve language proficiency skills on the basic level · To develop the skills demonstrated in the ability to interpret simple texts · To attain some transcultural competency: an awareness of cross-cultural differences between societies. · To develop the ability to formulate basic questions. |
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Learning Outcome |
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CO1: Listen, understand, and respond to short recordings about everyday life. CO2: Be familiar with the socio-cultural aspects of the language. CO3: Remember and apply basic rules of grammar. CO4: Write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO5: Speak about oneself/ others / the immediate environment / engage in simple conversation. |
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Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN281-3 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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The detailed text book “Samkaleen Kavita Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Poems written by representative poets of Hindi Literature. The poems reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Since translation is a significant area in language and literature, as well as practice of it in the syllabus. Students will be exposed to the Indian culture through poetry. Through translation, students can understand different languages, literature and cultures. Famous cultural art forms of India will help the students to know more about the diverse cultures of India.
Paper I - Poetry, Cultural Art forms |
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Learning Outcome |
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CO1: Improve the writing skill in literary Hindi CO2: Improve the analytical skills through critical analysis of the poems CO3: Will be able to learn the different aspects of Cultural Art forms of India CO4: To improve the Translation skills. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
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|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Kavita Sanchay’ (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. SaralSubodh Hindi Vyakaran, By: MotilalChaturvedi. Vinod 3. AnuvadEvam Sanchar – Dr.PooranchandTandon, Rajpal and Son’s 4. AnuvadVignan By:Bholanath Tiwari 5. Anuvad Kala By: N.E VishwanathIyer
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Evaluation Pattern Mid-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
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KAN181-3 - FOUNDATION KANNADA (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Foundation Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada language for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to un derstand the culture and tradition of the region. By the end of the course, students will be able to identify the letters, understanding meaning and speak simple sentences in Kannada language. The department of languages proposed to offer Functional Kannada (Conversational Kannada) along with two credits and thirty hours of class room teaching for the UG Programme from this academic year 2024-25. To enable students to communicate in the regional language Kannada. • Helps the students to converse in Kannada language particularly those have come from other states. • The course mainly focuses on Conversation and writing skills.
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Learning Outcome |
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CO1: Identify and understand the alphabets and vocabulary CO2: Develop their communication skills CO3: Improve their writing skills for various domains. CO4: Understand the rich culture and heritage of Karnataka.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1. Tili Kannada- K.S. Madhusudana & H.N. Muralidhara | |
Evaluation Pattern Class Test Oral test ESE | |
KAN281-3 - KANNADA (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Kannada is offered to students of III Semester BA/B.Sc. Courses, as a second language for fifty marks. The students of this semester will study a Play belong to modern fictions and non fictions. The syllabus will help them to learn and write essay writings. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills. |
|
Learning Outcome |
|
CO1: Expose learners to the modern writings. CO2: Able to understand the literary genre
CO3: Able to develop their critical and analytical thinking
CO4: Enable them in creative writings.
CO5: Able to write essay writings
|
|
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:15 |
Selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
|
|
1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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|
1. Essay Writing | |
Text Books And Reference Books: 1. 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. 2. Adhunika Kannada Nataka- K. Marulasiddappa 3.Samagra Kannada Sahitya Charithre | |
Essential Reading / Recommended Reading 1. Doni saagali Munde Hogali- Kuvempu 2. Ooru Keeri- Siddalingaiah | |
Evaluation Pattern Writtren Test Wikipedia article creation | |
KOR281-3 - KOREAN (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: Basic Korean Level 1 is for Non-Native speakers to learn basic Korean language and to develop their knowledge as well as their communicative skills so as to be able to respond in simple every day contexts. Course Objective: ▪ Module I presents 5 lessons on the Korean writing system. ▪ Module II provides 4 lessons, each containing two conversation tasks, vocabulary and expressions, grammar and speaking, tasks and practices, ▪ Korean culture is introduced. |
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Learning Outcome |
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CO1-5: Course outcomes: The purpose of any language is to equip the learner with the four essential skills i.e., LSRW. In keeping with the same, the course outcomes in the second year, Basic Korean Language course have been formulated as follows. At the end of basic level 1 , the student would be able to - - listen, understand and respond to short recordings about everyday life. - be familiar with the socio-cultural aspects of the language. - remember and apply basic rules of grammar. - write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. - speak about oneself/ others / the immediate environment / engage in simple conversation. |
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Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
|
|
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
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
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 | |
MUS201-3 - PERFORMANCE SPECIALISATION - III (2023 Batch) | |
Total Teaching Hours for Semester:4 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Performance specialisation is a student's practical music output. It is the most important course among all music courses as it is the medium through which musical communication occurs. This course offers multiple areas for interaction between instructor and learner. The instructor will develop individual course plans to suit each student’s needs and requirements. Faculty will determine which units will be taken by each student based on their theoretical and practical level. Students will need to undertake 4 hours of practical class per week as determined by the professors. |
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Learning Outcome |
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CO1: Demonstrate appropriate technique / vocal support (appoggio) to produce stable articulation and glissando for performance. CO2: Read musical notation, interpreting the symbols in a score with the accuracy of pitch, rhythm, lyrics, dynamics and expression. CO3: Create a personalised interpretation from musical analysis within a stylistic and historical context. CO4: Create an appropriate practice regime to suit individual performance requirements, showing a professional attitude to self-improvement. CO5: Develop stage presence, presentation and communication skills. |
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Unit-1 |
Teaching Hours:60 |
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Concert and Collaborative Piano
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
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Unit-1 |
Teaching Hours:60 |
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Concert and Collaborative Piano
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
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Unit-2 |
Teaching Hours:60 |
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Vocal Specialisation
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Unit-2 |
Teaching Hours:60 |
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Vocal Specialisation
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Text Books And Reference Books: WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Refer to the evaluation pattern under each unit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
MUS202-3 - MUSIC DIALOGUES - III (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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Sounds, or music, produced by their voices or musical instruments, have been the major medium for human beings to establish a dialogue with universal life and natural forces, with animals, plants, and with everything on the earth attributed with living force or individual entity, and with spirits. Human beings and human societies dialogue among themselves through music. The different forms of music or organized sounds created by human beings are in constant dialogue with each other, producing new musical forms and musical instruments. All such dialogues are embodied in specific forms, sounds, styles of voice production, and musical instruments.The course investigates such kinds of dialogues based on music. It studies and compares different aspects of selected music traditions in order to highlight and comprehend the respective most important and distinguishing concepts and shared practices and views. The approach to the study of such traditions is based on 1) socio-historical contextualization, 2) study of the aesthetics of music and the main theoretical concepts, and 3) analysis of musical compositions. |
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Learning Outcome |
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CO1: Confront and explore unfamiliar musical sounds, concepts, repertoires, and practices. CO2: Translate the musical notation, language, and nomenclature of each piece and interpret relevant musical information from the score CO3: Link the study of musical structures with the social context CO4: Relate music to its historical, social, cultural, political, economic, and religious contexts |
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Unit-1 |
Teaching Hours:4 |
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Introduction and the first step
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Introduction, Outline, and Overview; A Westen route to China: the music of Mahler | |||||||||||||||
Unit-1 |
Teaching Hours:4 |
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Introduction and the first step
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Introduction, Outline, and Overview; A Westen route to China: the music of Mahler | |||||||||||||||
Unit-2 |
Teaching Hours:6 |
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South Asian paths
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Gamelan teachings: the music of Debussy; Ravi Shankar in Europe | |||||||||||||||
Unit-2 |
Teaching Hours:6 |
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South Asian paths
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Gamelan teachings: the music of Debussy; Ravi Shankar in Europe | |||||||||||||||
Unit-3 |
Teaching Hours:4 |
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Entranced by music
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Music and trance; Contemporary forms of music aiming at inducing trance | |||||||||||||||
Unit-3 |
Teaching Hours:4 |
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Entranced by music
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Music and trance; Contemporary forms of music aiming at inducing trance | |||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Meetings on a loud path
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War music; drumming traditions between East and West | |||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Meetings on a loud path
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War music; drumming traditions between East and West | |||||||||||||||
Unit-5 |
Teaching Hours:6 |
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On the path of theatre
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Theatrical dialogues between India, Indonesia and contemporary Western traditions | |||||||||||||||
Unit-5 |
Teaching Hours:6 |
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On the path of theatre
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Theatrical dialogues between India, Indonesia and contemporary Western traditions | |||||||||||||||
Unit-6 |
Teaching Hours:6 |
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Promoting joy and ethics
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Music in musicals and film productions of different genres; revision | |||||||||||||||
Unit-6 |
Teaching Hours:6 |
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Promoting joy and ethics
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Music in musicals and film productions of different genres; revision | |||||||||||||||
Text Books And Reference Books: Timothy Rice. Ethnomusicology A Very Short Introduction. Oxford (2014)Timothy Rice, Dave Wilson. Gateways to Understanding Music. Routledge (2019)Philip V. Bohlman. World Music: A Very Short Introduction. Oxford (2002)Bruno Nettle. (2005).The study of Ethnomusicology. Thirty-one issues and concepts, University of Illinois Press, Urbana and Chicago. | |||||||||||||||
Essential Reading / Recommended Reading Tim Ingold. The Perception of the Environment. Routledge (2000)Steingo, G. and Sykes, J. (ed.) Remapping Sound Studies, Duke University Press (2019)Gilbert Rouget. Music and Trance. A Theory of the Relations Between Music and Possession. Chicago (1985)Gerry Farrell. Indian Music and the West. Oxford (1999)
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Evaluation Pattern
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MUS203-3 - HARMONY (2023 Batch) | |||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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This course builds from content learnt in MUS203-2 Music Theory and Aural - II. Music is a vehicle of expression that allows one to communicate experience directly. An individual situated within any culture can use their understanding of harmony to articulate their unique worldview to themselves and others. The inherent connections between western tonal harmony, neurology, and physiology grant students a means to explore and articulate their own worldview both musically and psychologically as such knowledge aids to increase emotional intelligence. |
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Learning Outcome |
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CO1: Describe interconnecting dimensions and elements that form the vocabulary of music musical structures. CO2: Critically reflect and describe physiological, neurological, and emotional effects of musical constructions. CO3: Use analysis methods to categorise harmonic structures underpinning a score of tonal music. CO4: Apply composition techniques to harmonise a dramatic scene using the techniques explored. |
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Unit-1 |
Teaching Hours:8 |
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You and Music
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Quality, Tendency, Audiation; Language, Music and the Brain; Implication and Realisation; Perception and Expectation | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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You and Music
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Quality, Tendency, Audiation; Language, Music and the Brain; Implication and Realisation; Perception and Expectation | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Controlling Tension and Ambiguity
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Application; Prolongation; Pivot; Tonicization; Alteration; Mixture; Chromatic Chords; Extensions; Pandiatonicism | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Controlling Tension and Ambiguity
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Application; Prolongation; Pivot; Tonicization; Alteration; Mixture; Chromatic Chords; Extensions; Pandiatonicism | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Harmonising Any Note Combination
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Modality; Tendency; Pentatonics; Hexatonics; Francian Nomenclature | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Harmonising Any Note Combination
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Modality; Tendency; Pentatonics; Hexatonics; Francian Nomenclature | |||||||||||||||||||||||||||||
Text Books And Reference Books: Essential materials will be provided by the faculty through the online learning management system. | |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Walter Piston. (1962). Harmony (3rd Ed.). New York ; W. W. Norton & Company. Peter Spencer. (1990). The practice of harmony (3rd Ed.). Englewood Cliffs, N.J.: Prentice Hall. Arnold Schoenberg ; translated by Roy E. Carter. (1978). Theory of harmony. Berkeley: University of California Press.
E. Eugene Helm. (2013). Melody, harmony, tonality : a book for connoisseurs and amateurs. Lanham, Md. : Scarecrow Press. | |||||||||||||||||||||||||||||
Evaluation Pattern
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MUS281-3 - OPERA PRODUCTION - I (2023 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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“Embrace the journey of artistic expression In the Opera Production Workshop” This course is a comprehensive exploration of the various skills required for opera production, with a focus on Donizetti's "Elixir of Love." Students will delve into acting, dance, stage fighting, singing, stage movement, and other essential aspects of opera performance. The course integrates theoretical knowledge with practical application, providing a holistic understanding of the art form. |
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Learning Outcome |
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Unit-1 |
Teaching Hours:30 |
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Opera Production
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Vocal Technique; Acting Exercises; Character Development; Skillset Integration & Group Rehearsals | |||||||||||||||||||||||
Unit-1 |
Teaching Hours:30 |
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Opera Production
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Vocal Technique; Acting Exercises; Character Development; Skillset Integration & Group Rehearsals | |||||||||||||||||||||||
Text Books And Reference Books: Book “An Actor Prepares ” by Stanislavski | |||||||||||||||||||||||
Essential Reading / Recommended Reading N/A | |||||||||||||||||||||||
Evaluation Pattern
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SAN181-3 - BASIC SANSKRIT (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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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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SAN281-3 - SANSKRIT (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech. |
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Learning Outcome |
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CO1: Specify the classification and characteristics of selected portions of Literature CO2: Understand in detail with application shlokas CO3: Learn in-depth selected portions of the texts CO4: Deliberate the characteristics of selected portions of literature. CO5: Write in detail with examples.
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Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
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|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
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|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
|
|
The Panchatantra is a book of Niti, the wise conduct of life, written in the form of a chain of simple stories. Each of these stories has a moral and philosophical theme aiming to guide the reader on how to attain success in life by understanding human nature. | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Text Books And Reference Books: 1) Meghadhootham of Kalidasa. Edited by Dr. Ashok Kaushik 2) Panchatantra of Vishnu Sharma. Edited by Dr.Naveen Kumar Jha and Dr.Anjan 3) Sanskrit Grammar Kannada version by Dr. Satish Hegde. | |
Essential Reading / Recommended Reading 1) Meghadhootham of Kalidasa. Edited by Dr. Kusumaagraja 2) Meghadhootham of Kalidasa. Edited by Dr. Ratnakar Narale 3) Panchatantra of Vishnu Sharma. Edited by Dr. Shubha Vilas. 4) Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale | |
Evaluation Pattern CIA 1 Wikipedia article creation CIA 2 Midsemester examination CIA 3 Wikipedia article creation End semester examination | |
SPA181-3 - SPANISH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
“Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish. This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write.
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|
Learning Outcome |
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CO1: Student will be able to talk casually about topics of current public and personal
events. CO2: Students in the Spanish program develop in-depth content knowledge about Hispanic
cultures. CO3: Student will be able to understand most speech on familiar topics
Student can read and understand written texts in areas of the their special interest. CO4: Student will able to recognize the value of Spanish language learning and Hispanidad
cultures through participation in a variety of activities. |
|
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
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
|
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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-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Text Books And Reference Books: Textbook : ‘Aula Internacional 1’ | |
Essential Reading / Recommended Reading Recommended Reading: 1. Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape, Busuu, Duolingo.
| |
Evaluation Pattern CIA 1 - 10 Marks CIA 2 - 25 Marks CIA 3 - 10 Marks Attendance : 5 Marks End Semester : 50 Marks | |
TAM281-3 - TAMIL (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Tamil is available as a second language for second-year BA/BSc/B. Com/H/ BBA |
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Learning Outcome |
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CO1: Understand and Appreciate the Tamil language & patriotism CO2: Gain knowledge of the king sacrifies his life towards Tamil litreture. Understand about
nature of the king Nandhivarman. CO3: Gain the knowledge about how to write an essay on General topics. CO4: Use digital tools and resources to enhance Tamil language learning, including online
dictionaries, language learning apps, and multimedia resources. |
|
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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1.Tamilin enimai | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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1.Vetri murasa chirappau. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
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1.Ulagamengum olikkum peyar. | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
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Thol. Porul Adhigaram | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
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General essay writing | |
Text Books And Reference Books: 1. Bharathidasan kivithaigal –As mentioned in the syllabus. NCBH ,Chennai. | |
Essential Reading / Recommended Reading 1. Tholgappiyam-. Porul Adhigaram- by Tholgappiyar | |
Evaluation Pattern CIA 1 Class test CIA 2 Mid semester Examination CIA 3 class test End semester examination | |
CME201-4 - DIGITAL STORYTELLING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The Course would provide students with an introduction about the world of stories and storytelling by using Digital platforms. Using different technologies to tell stories is the purpose of the digital storytelling course. The major objective of this course is to help students learn the creative, imagination, artistic, technical skills and the concepts involved in the process of digital storytelling. |
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Learning Outcome |
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CO1: Exhibit knowledge about different aspects of Digital storytelling-nature, process, kinds, relevance, role, impact, audience accessing digital stories and functions of Digital storytelling. CO2: Apply Digital Storytelling techniques to understand contemporary media phenomena CO3: Make effective use of Content creation via Digital Storytelling Platforms |
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Unit-1 |
Teaching Hours:15 |
Introduction to storytelling, Relevance in society
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Introduction to storytelling, Relevance in society, Introduction to ideation and Imagination of storytelling, Characters and Resources. Story genres and different audiences. Understanding Three Act Structure-Plot devices – Dramatic structure – Narrative point of view - Linear & nonlinear story structures | |
Unit-1 |
Teaching Hours:15 |
Introduction to storytelling, Relevance in society
|
|
Introduction to storytelling, Relevance in society, Introduction to ideation and Imagination of storytelling, Characters and Resources. Story genres and different audiences. Understanding Three Act Structure-Plot devices – Dramatic structure – Narrative point of view - Linear & nonlinear story structures | |
Unit-1 |
Teaching Hours:15 |
Introduction to storytelling, Relevance in society
|
|
Introduction to storytelling, Relevance in society, Introduction to ideation and Imagination of storytelling, Characters and Resources. Story genres and different audiences. Understanding Three Act Structure-Plot devices – Dramatic structure – Narrative point of view - Linear & nonlinear story structures | |
Unit-2 |
Teaching Hours:15 |
Analyzing different Characters from the stories
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Analysing different Characters from the stories- to explore different aspects of a character. Character driven stories and Events - Characters from various contexts and cultural and class backgrounds- Importance of environment and culture in Story-Oral Storytelling-Visual Storytelling-Written Storytelling-Digital storytelling. | |
Unit-2 |
Teaching Hours:15 |
Analyzing different Characters from the stories
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|
Analysing different Characters from the stories- to explore different aspects of a character. Character driven stories and Events - Characters from various contexts and cultural and class backgrounds- Importance of environment and culture in Story-Oral Storytelling-Visual Storytelling-Written Storytelling-Digital storytelling. | |
Unit-2 |
Teaching Hours:15 |
Analyzing different Characters from the stories
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|
Analysing different Characters from the stories- to explore different aspects of a character. Character driven stories and Events - Characters from various contexts and cultural and class backgrounds- Importance of environment and culture in Story-Oral Storytelling-Visual Storytelling-Written Storytelling-Digital storytelling. | |
Unit-3 |
Teaching Hours:15 |
Elements of Digital Storytelling
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Elements of Digital Storytelling-The digital storytelling Process-Writing a Script/Narration-Finding media: music, images, and icons Single panel to multiple panels- Storytelling in Comics, to learn various attributes of Comics – Visualization – Narration – Dialogue writing etc. for comics. | |
Unit-3 |
Teaching Hours:15 |
Elements of Digital Storytelling
|
|
Elements of Digital Storytelling-The digital storytelling Process-Writing a Script/Narration-Finding media: music, images, and icons Single panel to multiple panels- Storytelling in Comics, to learn various attributes of Comics – Visualization – Narration – Dialogue writing etc. for comics. | |
Unit-3 |
Teaching Hours:15 |
Elements of Digital Storytelling
|
|
Elements of Digital Storytelling-The digital storytelling Process-Writing a Script/Narration-Finding media: music, images, and icons Single panel to multiple panels- Storytelling in Comics, to learn various attributes of Comics – Visualization – Narration – Dialogue writing etc. for comics. | |
Unit-4 |
Teaching Hours:15 |
Types of digital stories: videos, websites, podcasts etc.
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Types of digital stories: videos, websites, podcasts etc. Tools for creating your digital Stories-Editing your Footage-Narration-Saving and sharing your finished product. Entertainment Industry & Digital storytelling- Social Media, Tv, Radio, Film. General discussion on Public Speaking Skills for presentations, future career ,Higher educational Opportunities and employability | |
Unit-4 |
Teaching Hours:15 |
Types of digital stories: videos, websites, podcasts etc.
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Types of digital stories: videos, websites, podcasts etc. Tools for creating your digital Stories-Editing your Footage-Narration-Saving and sharing your finished product. Entertainment Industry & Digital storytelling- Social Media, Tv, Radio, Film. General discussion on Public Speaking Skills for presentations, future career ,Higher educational Opportunities and employability | |
Unit-4 |
Teaching Hours:15 |
Types of digital stories: videos, websites, podcasts etc.
|
|
Types of digital stories: videos, websites, podcasts etc. Tools for creating your digital Stories-Editing your Footage-Narration-Saving and sharing your finished product. Entertainment Industry & Digital storytelling- Social Media, Tv, Radio, Film. General discussion on Public Speaking Skills for presentations, future career ,Higher educational Opportunities and employability | |
Text Books And Reference Books: Abhijit Parashar.(2023). The Art of Storytelling. Blue Rose Publishers. Anjana Neira Dev,Anuradha Marwah& Swati Pal.(2008) .Creative Writing: A Beginner’s Manual. Pearson India Publishers. Baehr, C. M., & Schaller, B. (2010). Writing for the Internet: A guide to real communication in virtual space. Santa Barbara, Calif.: Greenwood Press. Carolyn Handler Miller. (2014). Digital Storytelling: A Creator's Guide to Interactive Entertainment. Routledge Publisher Ruskin Bond. (2020). How to be a writer. Harper Publishers. | |
Essential Reading / Recommended Reading Catherine Burns & The Moth. (2022). How to tell a Story: The Essential Guide to Memorable Storytelling, Short Books Publications. Joe Lambert, Brooke Hessler. (2018). Digital Storytelling: Capturing Lives, Creating Community. Routledge Publisher. John Walsh. (2013). The Art of Storytelling: Easy Steps to Presenting an Unforgettable Story. Moody Publishers. Ross Hockrow. & Jeffrey Medford. (2013). Storytelling Techniques for Digital Filmmakers. Amherst Media. | |
Evaluation Pattern Assignment I-CIA 1-Developing a Story & Class room Presentation (20M) Assignment II- CIA 2-Character Analysis & Concept Design forDigital Storytelling (50M) MSE-Submission Assignment III- CIA 3: Story telling by using Narration, sounds, Images and Video-(20M) Assignment IV- End-Semester Exam- Digital Storytelling Project-(30M) Project Portfolio Submission and Centralised Viva(20M)
| |
CME202-4 - FILM PRODUCTION PROCESS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The Course would provide students with practical experience of the process of Film Production. The goal of the course is for the student to develop the ability to handle the different stages of the Film Production Process. |
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Learning Outcome |
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CO1: Be able to show that you know your way around professional video editing, audio production and editing, basic animation, and web development applications. CO2: Students will be able to use what they've learned about how storytelling works and how to use storytelling principles to create effective communication through a variety of media and in key production roles like producer, director, writer, and editor. CO3: Demonstrate practical skills for post-production workflows, from asset management to final project delivery, including client/director collaboration, technical and aesthetic editing skills, mastery of software tools, color correction, and product delivery in required industry standard formats. |
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Unit-1 |
Teaching Hours:15 |
Pre-Production
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Introduction to the categories of Film Productions-Introduction to the crafts of Film Making-Choosing the Story-Logline-Synopsis-Treatment –Visualization-From Script to Screen-Script Writing-Screenplay Writing-Storyboards-Shot Division-Casting & Call Sheets-Technical Crew-Location Recce-Production Design-Planning and Budgeting-Agreements and Permissions-Shooting Script | |
Unit-1 |
Teaching Hours:15 |
Pre-Production
|
|
Introduction to the categories of Film Productions-Introduction to the crafts of Film Making-Choosing the Story-Logline-Synopsis-Treatment –Visualization-From Script to Screen-Script Writing-Screenplay Writing-Storyboards-Shot Division-Casting & Call Sheets-Technical Crew-Location Recce-Production Design-Planning and Budgeting-Agreements and Permissions-Shooting Script | |
Unit-1 |
Teaching Hours:15 |
Pre-Production
|
|
Introduction to the categories of Film Productions-Introduction to the crafts of Film Making-Choosing the Story-Logline-Synopsis-Treatment –Visualization-From Script to Screen-Script Writing-Screenplay Writing-Storyboards-Shot Division-Casting & Call Sheets-Technical Crew-Location Recce-Production Design-Planning and Budgeting-Agreements and Permissions-Shooting Script | |
Unit-2 |
Teaching Hours:15 |
Production
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|
Production: Equipment-Transport-Food and Accommodations-Risk assessments for Cast and Crew-Shooting –On set Terminology-Shot-Scene-Sequence-Edit Notes-Sound Notes-On Location Work Flow-Wrapping shooting Schedules-Footage Storage-Backup | |
Unit-2 |
Teaching Hours:15 |
Production
|
|
Production: Equipment-Transport-Food and Accommodations-Risk assessments for Cast and Crew-Shooting –On set Terminology-Shot-Scene-Sequence-Edit Notes-Sound Notes-On Location Work Flow-Wrapping shooting Schedules-Footage Storage-Backup | |
Unit-2 |
Teaching Hours:15 |
Production
|
|
Production: Equipment-Transport-Food and Accommodations-Risk assessments for Cast and Crew-Shooting –On set Terminology-Shot-Scene-Sequence-Edit Notes-Sound Notes-On Location Work Flow-Wrapping shooting Schedules-Footage Storage-Backup | |
Unit-3 |
Teaching Hours:15 |
Post Production
|
|
Post Production: Footage Transfer-Rough Editing –Dubbing/Voice Overs-Sound Effects-Background score/Music Final Edit-Titles-Visual Effects-Colour Grading/DI-Final Output-Backup | |
Unit-3 |
Teaching Hours:15 |
Post Production
|
|
Post Production: Footage Transfer-Rough Editing –Dubbing/Voice Overs-Sound Effects-Background score/Music Final Edit-Titles-Visual Effects-Colour Grading/DI-Final Output-Backup | |
Unit-3 |
Teaching Hours:15 |
Post Production
|
|
Post Production: Footage Transfer-Rough Editing –Dubbing/Voice Overs-Sound Effects-Background score/Music Final Edit-Titles-Visual Effects-Colour Grading/DI-Final Output-Backup | |
Unit-4 |
Teaching Hours:15 |
FINAL PRESENTATION
|
|
Promotion and Marketing –Previews Micro Short Film (3 Min-Theatre/Music/Dance) Submission of all paper works -PROJECT PORTFOLIO Focus on future career and Application of Skills in the field of Creative Media General discussion on future career ,Higher educational Opportunities and employability | |
Unit-4 |
Teaching Hours:15 |
FINAL PRESENTATION
|
|
Promotion and Marketing –Previews Micro Short Film (3 Min-Theatre/Music/Dance) Submission of all paper works -PROJECT PORTFOLIO Focus on future career and Application of Skills in the field of Creative Media General discussion on future career ,Higher educational Opportunities and employability | |
Unit-4 |
Teaching Hours:15 |
FINAL PRESENTATION
|
|
Promotion and Marketing –Previews Micro Short Film (3 Min-Theatre/Music/Dance) Submission of all paper works -PROJECT PORTFOLIO Focus on future career and Application of Skills in the field of Creative Media General discussion on future career ,Higher educational Opportunities and employability | |
Text Books And Reference Books: Blake Snyder. (2005). Save the Cat: The Last Book on Screenwriting You'll Ever Need. Michael Wiese Productions. Bruce Mamer. (2009). Film Production Technique.Wadsworth Publication. Diefenbach D. L. (2007). Video production techniques theory and practice from concept to screen. Routledge. Edward Dmytryk.(2019). On screen Directing. New York: Routledge. Edward Pincus. & Steven Ascher.(2012). The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age. Plume. | |
Essential Reading / Recommended Reading James Monaco. (2009).How to read a film. Oxford. Lorene M. Wales. (2017). The Complete Guide to Film and Digital Production: The People and The Process. Routledge. Paul Dwyer. (2019). Understanding Media Production. New York: Routledge. Syd field. (2005). The Foundations of Screenwriting. Delta Publishers. Schlemowitz, Joel. (2019), Experimental filmmaking and the motion picture camera: an introductory guide for artists and filmmakers. Oxon: Routledge. Yvonne Tasker(Edit). (2004). Fifty Great Contemporary FilmMakers. New York: Routledge. | |
Evaluation Pattern Assignment I-CIA 1-Script Writing Tasks (20) Assignment II- CIA 2-Short Division & Storyboards (20) Assignment III- CIA 3- Scene Recreation (3 Min) -(50) Assignment IV- End-Semester Exam-Micro Short Film (2 to 3 min) (25) Project Portfolio Submission and Viva-(25) | |
FRE181-4 - FRENCH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease |
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Learning Outcome |
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CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease. |
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Unit-1 |
Teaching Hours:6 |
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| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
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Unit-2 |
Teaching Hours:8 |
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Unit 6
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Unit-2 |
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Unit 6
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Unit 6
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Unit 6
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Unit 6
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Unit-2 |
Teaching Hours:8 |
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Unit 6
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Unit-2 |
Teaching Hours:8 |
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Unit 6
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Unit-2 |
Teaching Hours:8 |
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Unit-2 |
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Unit 6
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Teaching Hours:8 |
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Unit-2 |
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Unit-3 |
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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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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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-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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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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Unit 7
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Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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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-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit 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-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Teaching Hours:8 |
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Unit 7
|
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|
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|
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|
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|
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Unit 7
|
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|
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|||||||||||||||||||||
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|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
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|
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Unit-4 |
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|
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Unit-4 |
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|
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Unit-4 |
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Unit 8
|
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Unit-4 |
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Unit 8
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|
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Unit-4 |
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Unit-4 |
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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-4 |
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Unit-4 |
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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-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 |
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-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 |
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 |
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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 |
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 |
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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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| ||||||||||||||||||||||
Text Books And Reference Books:
Textbook : Adomania 1 Methode de Français A1 Le Robert et Nathan, Conjugaison, English Edition | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern I. Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion Paper Pattern· Section A - Test of linguistic ability through grammar components – 10 marks · Section B - Test of translating abilities and comprehension, short answers - 20 marks · Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks CIA -1 10 marks CIA- 2 50 marks CIA –3 10 marks ESE 50 marks.
| ||||||||||||||||||||||
GER181-4 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
||||||||||||||||||||||
Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.
Course Objectives:
· To develop the skills demonstrated in the ability to interpret simple texts
· To attain some transcultural competency: an awareness of cross-cultural differences between societies.
|
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Learning Outcome |
||||||||||||||||||||||
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 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-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
|
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Unit-3 |
Teaching Hours:7 |
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Text Books And Reference Books: Netzwerk neu Deutsch als Fremdsprache A1 Textbook, Workbook, Glossar and 2 CDs by Stefanie Dengler, Paul Rusch, Helen Schmitz, Tanja Sieber, Klett -Langenscheidt Publishers
| ||||||||||||||||||||||
Essential Reading / Recommended Reading
1. Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen Publishers
2. Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber Publishers
3. Deutsch für den Beruf text book by Adelheid h, Max Hueber Publishers
4. Deutsch für den Beruf work book by Adelheid h, Max Hueber Publishers
5. Grammatik Intensiv Trainer A1 Deutsch – Langenscheidt by Mark Lester, Larry Beason, Langenscheid Publishers
6. Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber Publishers
7. Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, Eli Publishers
| ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
HIN181-4 - BASIC HINDI (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||
Max Marks:50 |
Credits:2 |
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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
|
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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
|
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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
|
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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
|
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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 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN281-4 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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The detailed text book “Samkaleen Katha Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Stories written by representative poets of Hindi Literature. The stories reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Film appreciation and creative writings are included. Paper I - Poetry, Cultural Art forms |
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Learning Outcome |
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CO1: Improve the writing skill in literary Hindi CO2: Improve the analytical skills through critical analysis of the story CO3: Will be able to learn the different aspects of Movies CO4: To improve the Creative skills. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
|
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Katha Sanchay’ (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Vanijya Hindi – By A V Narti 2 Creative writing – By : John Singleton 3 Adhunik Hindi Nibandh – By: Bhuvaneshwarichandran Saksena 4 Cambridge introduction to – By: Morley, Dav | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-4 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
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KAN181-4 - FOUNDATION KANNADA (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Foundational Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to understand the culture and tradition of the region. By the end of the course, students will be able to understand, speak, read and write in Kannada language. The department of languages proposed to offered Foundational Kannada along with two credits and thirty hours of class room teaching for the BA/B.SC. /B.COM and BBA Courses in UG Programme from this academic year 2024-25.
Course Objective: • To enable students to communicate in the regional language Kannada. • Helps to converse in Kannada language particularly those have come from other states.
• The course mainly focuses on Conversation and writing skills.
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Learning Outcome |
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CO1: Remember and write the Kannada vocabulary CO2: Understand words and write Kannada meaning CO3: Evaluate text and create the sentences CO4: Appy the language to the context
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
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Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
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
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|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1.Muddu Kannada: R. L. Anantharamiah 2.Tili Kannada- K.S. Madhusudana & H.N. Muralidhara 3.Conversational Kannada: N D Krishnamurthy & Dr. U P Upadhyaya | |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments, written exam and Viva-Voce CIA 1: First written test to test their writing ability (Vocabulary) - 20 Marks CIA 2: Second written test to test their writing ability MSE (Sentences) – 50 Marks CIA 3: Oral test to test their listening and speaking ability. (Skit based activity)- 20 Marks Attendance- 05 ESE: End Semester Examination – 50 Marks | |
KAN281-4 - KANNADA (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Kannada is offered to students of IV Semester BA, BSC Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Play, modern fictions and Formal Letters. The syllabus will help them to learn and write a different forms of Formal letters. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
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Learning Outcome |
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CO1: Expose learners to the post modern writings. CO2: Able to understand the literary genre CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings CO5: Able to improve their theatrical skills.
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Unit-1 |
Teaching Hours:20 |
Modern Play
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Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
|
|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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|
Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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Yayati By Girisha Karnad | |
Unit-1 |
Teaching Hours:20 |
Modern Play
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Yayati By Girisha Karnad | |
Unit-2 |
Teaching Hours:5 |
A short story
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Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
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Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
|
|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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|
Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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Mouni By U.R. Ananthmurty | |
Unit-2 |
Teaching Hours:5 |
A short story
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Mouni By U.R. Ananthmurty | |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
| |
Unit-3 |
Teaching Hours:5 |
: Language Skills
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Formal Letter Writing
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Text Books And Reference Books: 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. Adhunika Kannada Nataka- K. Marulasiddappa Samagra Kannada Sahitya Charithre | |
Essential Reading / Recommended Reading Adhunika Kannada Kathegalu Vyavaharika Kannada Suvarna Nataka Sahitya | |
Evaluation Pattern Writtren Test Wikipedia article creation | |
KOR281-4 - KOREAN (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The course is designed to further develop the knowledge and communicative skills of those who have completed the Basic Korean Language Level I.
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Learning Outcome |
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CO1: listen, understand and respond to short conversations about everyday life. CO2: remember and apply basic rules of grammar. write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO3: be familiar with the socio-cultural aspects of the language. |
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Unit-1 |
Teaching Hours:5 |
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What is your phone number?
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Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
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What is your phone number?
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|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-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 |
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Where is the bank?
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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Where is the bank?
|
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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 |
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How do I get to Sogang University?
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Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
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How do I get to Sogang University?
|
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
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) | |||
MUS201-4 - PERFORMANCE SPECIALISATION - IV (2023 Batch) | |||
Total Teaching Hours for Semester:4 |
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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Performance specialisation is a student's practical music output. It is the most important course among all music courses as it is the medium through which musical communication occurs. This course offers multiple areas for interaction between instructor and learner. The instructor will develop individual course plans to suit each student’s needs and requirements. Faculty will determine which units will be taken by each student based on their theoretical and practical level. Students will need to undertake 4 hours of practical class per week as determined by the professors. |
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Learning Outcome |
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CO 1: Combine aspects of interpretation, sociocultural context, and technical ability to generate emotional expression within performance. CO 2: Demonstrate appropriate posture and playing techniques for fluent performance. CO 3: Translate musical notation, language and nomenclature of each piece and interpret relevant musical information from the score. CO 4: Design appropriate practice regime for both solo and ensemble to suit individual and ensemble repertoire requirements. CO 5: Develop Stage presence, presentation, and communication skills (both musically and linguistically) to manage musical goals, thus also contributing to the ensemble performance. |
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Unit-1 |
Teaching Hours:60 |
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Concert and Collaborative Piano
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
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Unit-1 |
Teaching Hours:60 |
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Concert and Collaborative Piano
|
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Class policies and guidelines for concert and collaborative piano 1. Come on time. Attendance is taken within the first 10 minutes of the class. If you are late, you will be marked absent. 2. It is mandatory to get a printed copy of your sheet music to each practical class. 3. Students are not allowed to use their mobile phones to read sheet music. 4. Please carry pencil(s)/pen(s)/Eraser(s) with you always to take down notes.
Policy on Usage of Sheet Music for piano: Regarding Usage of Sheet music for ESE:
Evaluation pattern:
Practice Journal: The students are required to maintain a practice journal based on the following points: 1. For Solo Lessons, students are required to maintain a physical practice journal each week, mentioning the following points. a. Date of class b. Main points discussed during each session. c. Goals to be achieved by next session. d. How the student is planning to achieve these goals (Practice Logs) 2. A min. of 15-week entries consisting of the above points should be recorded in the journal. 3. The completed journal should be carried to each lesson. 4. Without the journal the student will be marked absent for that lesson. 5. The journal is marked as per the above assessment pattern. 6. Each week’s journal entry will be checked by the Professor in-charge before each lesson and final evaluation.
Formative Assessment:
For the formative CIA II assessment components, the marks are collected just to provide qualitative and quantitative feedback based on the same rubric used for end Semester Assessment.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:60 |
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Vocal Specialisation
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Unit-2 |
Teaching Hours:60 |
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Vocal Specialisation
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Text Books And Reference Books: WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading WIll be provided by the Professor in-charge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Refer to the evaluation pattern under each unit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
MUS202A-4 - MUSIC PHILOSOPHY (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course draws upon historical, compositional and philosophical approaches to western classical music to show how music goes beyond mere analysis of sounds in time. The musical phenomenon intersects with many different areas of our lives, and this course takes multidisciplinary approaches which concomitantly build to outline aspects of personal, social, national and global identities. Course Objectives
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Learning Outcome |
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CO1: Describe aspects of the western art music phenomenon using multimodal analogies. CO2: Symbolically represent phenomenological underpinnings of western art music using multimodal approaches. CO3: Relate aspects of the western art music phenomenon to aspects of individual, societal and cultural identities. CO4: Discuss philosophical viewpoints regarding music with articles from the research literature. |
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Unit-1 |
Teaching Hours:16 |
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The Language Continuum: Communicating Knowledge
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Unit-1 |
Teaching Hours:16 |
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The Language Continuum: Communicating Knowledge
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Unit-2 |
Teaching Hours:16 |
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Ontological Divergencies
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Unit-2 |
Teaching Hours:16 |
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Ontological Divergencies
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Unit-3 |
Teaching Hours:16 |
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Autoethnographic Explorations
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Unit-3 |
Teaching Hours:16 |
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Autoethnographic Explorations
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Unit-4 |
Teaching Hours:12 |
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Expanding Scopes and Cultural Borders
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Unit-4 |
Teaching Hours:12 |
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Expanding Scopes and Cultural Borders
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Text Books And Reference Books: Publications
Musical Works
| ||||||||||||||||
Essential Reading / Recommended Reading
| ||||||||||||||||
Evaluation Pattern
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MUS202B-4 - MUSIC EXPLORATIONS (2023 Batch) | ||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course combines the aspects of theorical concepts learnt in Music Theory, Harmony and Music Dialogues and apply them practically through ensemble performances. The course explores the concept of rhythm, melody, transcription, compositions and performance through different genres of music from different parts of the world, leading to an ensemble performance. It also involves elements of transcription and short composition exercises. The course aims to address the following:
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Learning Outcome |
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CO1: Define fundamental musical terminologies used in different genres of music. CO2: Combine aspects of interpretation, sociocultural context and technical ability to generate emotional expression within the ensemble performance. CO3: Develop appropriate ensemble techniques to solve various musical and technical problems within performance of repertoire of various musical genres through clear musical and linguistic communication. CO4: Transcribe musical phrases and compose short musical excerpts based on various genres and traditions. |
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Unit-1 |
Teaching Hours:15 |
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Transcription and Composition
|
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Exploring and learning the concept of transcription and composition with respect to various musical genres across the world. | ||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Transcription and Composition
|
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Exploring and learning the concept of transcription and composition with respect to various musical genres across the world. | ||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Exploring Rhythm
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Exploring Rhythm in different genres of music across the world. | ||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Exploring Rhythm
|
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Exploring Rhythm in different genres of music across the world. | ||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Musical Genres Across the World
|
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Music by Steve Reich, South African Style, Indian Hindustani Classical Raags | ||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Musical Genres Across the World
|
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Music by Steve Reich, South African Style, Indian Hindustani Classical Raags | ||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Performance Practice Techniques
|
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Ensemble practice diary, Rehearsal timeline, Stage presence and communication skills, developing practical rhythmical aspects, Final Ensemble performance. | ||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Performance Practice Techniques
|
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Ensemble practice diary, Rehearsal timeline, Stage presence and communication skills, developing practical rhythmical aspects, Final Ensemble performance. | ||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading As per faculty discussions | ||||||||||||||||
Evaluation Pattern
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MUS281-4 - OPERA PRODUCTION - II (2023 Batch) | ||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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“Embrace the journey of artistic expression In the Opera Production Workshop” This course is a comprehensive exploration of the various skills required for opera production, with a focus on Donizetti's "Elixir of Love." Students will delve into acting, dance, stage fighting, singing, stage movement, and other essential aspects of opera performance. The course integrates theoretical knowledge with practical application, providing a holistic understanding of the art form. |
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Learning Outcome |
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CO1: Demonstrate Proficiency in Singing: Exhibit improved vocal techniques and control suitable for opera performance. CO2: Execute Stage Movements: Execute choreographed stage movements with precision and grace. CO3: Demonstrate Acting Skills: Portray characters convincingly with a nuanced understanding of acting techniques, incorporating Stanislavsky's approach CO4: Collaborate Effectively: Work seamlessly with fellow students and professionals in a collaborative artistic environment. |
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Unit-1 |
Teaching Hours:30 |
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Opera Production
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Vocal Technique; Acting Exercises; Character Development; Skillset Integration & Group Rehearsals | |||||||||||||||||||||||
Unit-1 |
Teaching Hours:30 |
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Opera Production
|
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Vocal Technique; Acting Exercises; Character Development; Skillset Integration & Group Rehearsals | |||||||||||||||||||||||
Text Books And Reference Books: Book “An Actor Prepares ” by Stanislavski | |||||||||||||||||||||||
Essential Reading / Recommended Reading N/A | |||||||||||||||||||||||
Evaluation Pattern
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SAN181-4 - BASIC SANSKRIT (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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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
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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
|
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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
|
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1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
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1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
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1. Akaarantha napumsaka linga shabdaani | |
Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale | |
Essential Reading / Recommended Reading 1. A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman 2. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 3. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessment and an end Semester Examination. 1. Objective type of exam and oral examination as CIA and end exam 2. 85% of attendance. 3. The final credits will be weighted average of 2 CIA and ESE
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SAN281-4 - SANSKRIT (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech. |
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Learning Outcome |
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CO1: Analyze the literature critically. CO2: Acquaint the students with the linguistic features, aesthetic sense, and other specific
key features of famous Sanskrit prose and poetry CO3: Develop the style of creating literary works (prose and poetry) in Sanskrit. CO4: Understand the origin and development of Sanskrit drama. CO5: Appreciate the linguistic features, aesthetic sense, and other specific key
features of famous Sanskrit Works. |
|
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
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|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
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Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1.Samasa Prakaranam 2. Translation of Passage 3) synonyms /antonyms | |
Text Books And Reference Books: 1) Ayodhya Kanda from “Champuramayana of Bhoja 2) Uttara Rama charitham of Bhavabhuthi edited by M.R Kale
| |
Essential Reading / Recommended Reading 1) Sanskrit Grammar by M.R. Kale. 2) History of Sanskrit literature by Dr. M.S. Shivakumaraswamy. 3) History of Sanskrit literature by Krishnamachari. | |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. 1. CIA 1 – will be Sanskrit Wikipedia –Project (1) 2. CIA 2 – Mid-semester Examination 3. CIA 3 – will be Sanskrit Wikipedia- Project (2) 4. CIA ‘s and Attendance will have 50% weight 5. The end-semester examination will have 50% weight. 6. The final grade will be weighed average of ESE and CIAs. | |
SPA181-4 - SPANISH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: “Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write. |
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Learning Outcome |
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CO1: Student will able to comprehend and respond with grammatical accuracy to spoken and
written Spanish. CO2: Student will able to recognize the value of Spanish language learning and cultures through
participation in a variety of activities. CO3: Student will able to demonstrate language learning skills and strategies as cognitive and
social development. |
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Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
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Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
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o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 | |||||
TAM281-4 - TAMIL (ADVANCED) (2023 Batch) | |||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:02 |
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Course Objectives/Course Description |
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Learning Outcome |
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CO 1: CO1: Analyze the chronological background and generous of epics.
CO 2: CO2: Analyze the departmental principles of the Tamil and the Internal ethics
CO3: CO3: Establish that Novels are the timepiece of a society.
CO4 : CO4: It helps to know the ethics of the life through grammar.
CO5: CO5: Gain the knowledge about other language structure and culture of other language.
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Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
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PURANCHERI IRUTTHAKKATAI | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
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POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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SOCIAL AWARNES NOVEL | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-4 |
Teaching Hours:5 |
THO- GRAMMAR
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ANI ILAKKANAM | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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ENGLISH TO TAMIL | |
Text Books And Reference Books: 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Essential Reading / Recommended Reading 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Evaluation Pattern 1. Research & Content Accuracy 2. Organization & Structure 3. Writing Quality & Clarity 4. Adherence to Wikipedia Style 5. Links, References and Pictures 6. Creativity & Engagement | |