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| Assesment Pattern | |
CIA 1 - Out of 20 marks, centralised or departmental level, depends on the course. CIA2 - Mid-semester examination out of 50 marks, centralised or departmental level, depending on the course. CIA3 - Out of 20 marks, centralised or departmental level, depends on the course. The end-semester examination, out of 50 or 100 marks, centralised or departmental level, depends on the course. | |
| Examination And Assesments | |
Examination and Assessments differ depending on the course: - Written centralised examination - Submission departmental level - Performance-based practical examinations and assessments | |
| Department Overview: | |
The Department of Theatre Studies established since 2013 with programme Theatre Studies, Communication, English Studies (TCE) with 25 students. It started as the unique concept in Western Theatre by the Vice-Chancellor Fr Dr Thomas C Mathew, the Registrar Dr Anil Joseph Pinto and Prof. Esther Yates (Late). Our first batch of 25 students graduated in 2016; and since the department has grown to the overall strength of 106 students, with 4 full-time faculty, 2 adjunct faculty. | |
| 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 Theatre and Creative Media is a unique and forward-thinking program that combines 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. They will also collaborate on all aspects of production projects, including acting, directing, stage management, editing, costumes, lights, sound, props, and set design. 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 Theatre and Creative Media degree. Students who have secured 75% marks and above in the first six semesters will have the option to pursue Honours in Theatre. | |
| Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Academic expertise: Explore, create and experience Western theatre through academic and praxis to develop a holistic theatre professional.PO2: Critical Thinking: Use plays as a resource material about the time, space, weight and flow of people. Understanding the mentality of human archetypes using exercises specific to the theatre. PO3: Effective Communication: Increase kinaesthetic discipline using accurate posture, delivery and stage presence. Making oneself truly humble, knowledgeable and easy to approach by prompting and accepting feedback from the audience. PO4: Social Interaction: Aiming to create effective group leaders through a conservatoire method with an ensemble focus. PO5: Effective Citizenship: Help students understand the fundamental processes underlying human behaviour, development and change from biological and psychosocial perspectives. PO6: Ethics: Guiding them to create productions on their own making them understand the importance of accountability and responsibility. Respecting the academic integrity of the institution and course. PO7: Environment and Sustainability: Engage with socio-cultural psychological contexts along with environmental needs and concerns. PO8: Continue a dedicated path to the thespian disciplines without dousing the spark of curiosity. Programme Specific Outcome: PSO1: Develop holistic theatre skills through workshops and tutorials with relevant guest speakers.PSO2: Develop a professional portfolio to apply for different kinds of specialisations under the broad umbrella of theatre studies. PSO3: Allow students to direct, stage manage, script-write, compose and act on their own in student-led productions. PSO4: Apply aesthetics to practical skill sets using a mix of different schools and styles of theatre studies. PSO5: Present research at a conference in the field of Performing Arts. PSO6: Network with industry professionals to experience and engage in relevant theatrical career paths. PSO7: Devise performance and rehearsal exercises directed towards developing character behaviour, psychology and mannerisms. Programme Educational Objective: PEO1: Professional Skills: Demonstrate personal integrity with domain expertise and practical skills.PEO2: Emotional Self-Regulation: Demonstrate empathy by listening with respect for others. PEO3: Communication Skills: Demonstrate creative thinking using verbal and non-verbal skills. PEO4: Co-Creation: Demonstrate consultative decision-making using analytical thinking and assertiveness. PEO5: Entrepreneurship: Demonstrate leadership and team-building skills through facilitation. PEO6: Research Skills: Demonstrate a global perspective using critical thinking and knowledge application. PEO7: Cultural Competency: Demonstrate respecting diversity with cross-cultural understanding and humility. PEO8: Autonomy: Demonstrate adaptability through self-awareness and continuous learning. | |
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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Teaching Hours:20 |
HISTORY OF CREATIVE MEDIA
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Unit-2 |
Teaching Hours:20 |
PHOTOGRAPHY
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Teaching Hours:20 |
PHOTOGRAPHY
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Teaching Hours:20 |
PHOTOGRAPHY
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Unit-3 |
Teaching Hours:20 |
VIDEO PRODUCTION
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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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Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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| |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
THE101-1 - INTRODUCTION TO THEATRE (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
· This course aims at giving basic in the Theatre and its elements. · Orientation to the Theatre Ensemble. · Understand the global practices in theatre.
|
|
Learning Outcome |
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CO1: Demonstrate a comprehensive understanding of the basic elements of theatre CO2: Demonstrate a comprehensive understanding of the nature of Theatre as different from other forms of arts |
|
Unit-1 |
Teaching Hours:45 |
Introduction to Aspects of Theatre
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Introduction to Playwriting, Acting, Directing, Setting, Costume, Makeup, Lighting &Sound | |
Unit-1 |
Teaching Hours:45 |
Introduction to Aspects of Theatre
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Introduction to Playwriting, Acting, Directing, Setting, Costume, Makeup, Lighting &Sound | |
Unit-2 |
Teaching Hours:15 |
Introduction to Theatre Space and Technology
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· Introduction to Theatre spaces- Amphitheatre, Proscenium, Theatre in the round (Arena), Thrust stage, Found space, Environmental space. · Poster, Leaflet/Brochure development | |
Unit-2 |
Teaching Hours:15 |
Introduction to Theatre Space and Technology
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· Introduction to Theatre spaces- Amphitheatre, Proscenium, Theatre in the round (Arena), Thrust stage, Found space, Environmental space. · Poster, Leaflet/Brochure development | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Evaluation Pattern: Conducted internally at the departmental level Practical designs work with models, and the Poster/Brochure exhibition will be the End Semester Examination. No CIA I CIA II (50 marks) – Submission of a prop CIA III (20 marks) – A play presentation and poster making ESE (50 marks) – Creating a set of a play with a cardboard Extra 5 marks for attendance Total (100 marks)
| |
THE161-1 - VOICE AND MOVEMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This skill enhancement course introduces students to the fundamentals of movement and voice training for theatre. Students gain skills to improve their physical awareness, body alignment, and movement. The voice training part of the course is based on the phonopedic method of voice development, which is practised globally. |
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Learning Outcome |
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CO1: The ability to describe, notate, and perform basic movement and voice qualities. CO2: Increased physical concentration in performance CO3: An understanding of how movement and vocal qualities are utilized to develop character. CO4: The ability to intertwine movement and voice with text. CO5: Ensemble awareness. CO6: Be able to pronounce texts by effectively using natural human resonators. CO7: To determine the appropriate practical voice techniques for solving dramaturgical tasks within the framework of the performance in the play. |
|
Unit-1 |
Teaching Hours:20 |
Voice
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· Developing clarity, articulation, and voice modulation. · Voice projection · Creating voice for building a character · Resonances in singing | |
Unit-1 |
Teaching Hours:20 |
Voice
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· Developing clarity, articulation, and voice modulation. · Voice projection · Creating voice for building a character · Resonances in singing | |
Unit-2 |
Teaching Hours:25 |
Stage Movement
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• Exercises to develop the flexibility and endurance of a body. • Removing physical ‘blocks’. • Body language as a part of ‘building’ a character. • Creating an ensemble | |
Unit-2 |
Teaching Hours:25 |
Stage Movement
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• Exercises to develop the flexibility and endurance of a body. • Removing physical ‘blocks’. • Body language as a part of ‘building’ a character. • Creating an ensemble | |
Text Books And Reference Books: Murray, Simon David, Jacques Lecoq. | |
Essential Reading / Recommended Reading The Voice Exercise Book: A Guide to Healthy and Effective Voice Use, by Jeannette Nelson | |
Evaluation Pattern Evaluation pattern: Conducted internally at the departmental level The students will be tested on the learnt skills of movements and voice through demonstration. No CIA I CIA II (50 marks) – Demonstration of vocal and movement exercises No CIA III ESE (50 marks) – Two performances. One of the tongues twisters another of the ensemble's work
Total (100 marks) | |
THE181-1 - PLAY READING AND ANALYSIS (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
A first-semester foundational course to help majors understand how plays work onstage beyond a literary analysis alone. Concepts of dramaturgy, playwrighting, directing, and designing help students interpret scripts as stories meant to be seen, heard, and experienced by a live audience. The plays students read are written by global, local and regional playwrights. To gain an understanding of theatre scripts as a medium that are meant to be interpreted both visually and audially. To develop skills in script analysis for application in performance, design, and direction.
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Learning Outcome |
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CO1: An understanding of practical proficiency in executing the fundamental principles of script analysis.
CO2: An appreciation and understanding of a broader repertoire of dramatic literature, including plays from various eras and genres by diverse playwrights.
CO3: Students will showcase acquired skills through play readings, analysis presentations, developmental mind maps, visual research presentations, and thematic discussions. |
|
Unit-1 |
Teaching Hours:7 |
Play Reading Skills
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Application of play reading skills through table reads, class discussions, and play reports | |
Unit-1 |
Teaching Hours:7 |
Play Reading Skills
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Application of play reading skills through table reads, class discussions, and play reports | |
Unit-2 |
Teaching Hours:8 |
Common Structures, Variations, and Innovations
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Exploration of various stage story structures through plot maps, story comparisons, and theatrical readings
| |
Unit-2 |
Teaching Hours:8 |
Common Structures, Variations, and Innovations
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Exploration of various stage story structures through plot maps, story comparisons, and theatrical readings
| |
Unit-3 |
Teaching Hours:7 |
Applying Analysis for Design
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Students will use tools of analysis to develop design concepts for staging a play using mood boards, visual research collages, sketches, and/or models
| |
Unit-3 |
Teaching Hours:7 |
Applying Analysis for Design
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Students will use tools of analysis to develop design concepts for staging a play using mood boards, visual research collages, sketches, and/or models
| |
Unit-4 |
Teaching Hours:8 |
Applying Analysis for Performance
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Students will apply tools of script analysis to characterization and performance techniques by cutting, rehearsing, and performing audition material from studied scripts
| |
Unit-4 |
Teaching Hours:8 |
Applying Analysis for Performance
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Students will apply tools of script analysis to characterization and performance techniques by cutting, rehearsing, and performing audition material from studied scripts
| |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |
Evaluation Pattern Conducted internally at the departmental level CIA I (20 marks): Preparation of Class Discussion Questions CIA II (25 marks): MCQ & Short Answer Examination CIA III (20 marks): Play Report Presentation ESE (25 marks): Audition Monologue Script Cutting and Performance Extra 10 marks for attendance
Total (100 marks)
| |
THE182-1 - STAGE COMBAT (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
Stage Combat in Theatre is a course focusing on the principles, techniques, and safety protocols essential for creating compelling fight scenes in theatrical productions. Through hands-on training, students learn unarmed combat and choreographed fight sequences. Emphasis is placed on safety, proper warm-ups, partner communication, and technique. By the course's end, students gain practical skills in choreography, performance, and integrating fight scenes into dramatic storytelling. This unique course is a necessary practice for the students on local and global levels. Increases students' employability chances. |
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Learning Outcome |
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CO1: Learn fundamental principles of stage combat, including distance, timing, and precision. CO2: Demonstrate the ability to choreograph and perform staged combat sequences with realism.
CO3: Collaborate effectively with ensemble members to create safe and dynamic fight scenes that enhance the narrative and thematic elements of theatrical productions.
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Unit-1 |
Teaching Hours:15 |
Essential Techniques and Safety Protocols
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|
| |
Unit-1 |
Teaching Hours:15 |
Essential Techniques and Safety Protocols
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|
| |
Unit-2 |
Teaching Hours:15 |
Stage combat choreography
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Unit-2 |
Teaching Hours:15 |
Stage combat choreography
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| |
Text Books And Reference Books: Stage Combat Arts / By Christopher Duval | |
Essential Reading / Recommended Reading The art of unarmed stage combat / Robert Najarian | |
Evaluation Pattern Conducted internally at the departmental level. No CIA I CIA II (50 marks) –demonstration of skills with an explanation of the technique No CIA III ESE (50 marks) – Performance of choreographed stage fight sequence
Total (100 marks) | |
CME101-2 - VIDEO COMPOSITION (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
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
|
|
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 |
|
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
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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
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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-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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Teaching Hours:4 |
language
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-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
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
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
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
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
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|
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
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
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|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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|
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
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
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
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|
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
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
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
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|
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
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|
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
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
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
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|
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
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
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|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
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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 | |
THE101-2 - THEATRE HISTORY (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course surveys the history of Western theatre and playwriting from Ancient Greek Theatre to the XXI century. Tracing historical developments in acting style, playwriting, and theatrical technology globally.
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|
Learning Outcome |
|
CO1: Students will be able to guide their own understandings and interpretations of theatre history through active class discussions. CO2: Students will be able to identify and link the world's socio-political situation with Western theatre's development. CO3: Students will be able to apply their knowledge and understanding of theatre history in practice. CO4: Students will be able to plan, research, and present individual and group projects. |
|
Unit-1 |
Teaching Hours:15 |
|
Ancient Theatre
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||
| ||
Unit-1 |
Teaching Hours:15 |
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Ancient Theatre
|
||
| ||
Unit-2 |
Teaching Hours:10 |
|
Medieval Theatre and Renaissance
|
||
Medieval Theatre, Commedia Dell’Arte, Shakespeare, Christianity and Theatre, Innovations in Plot, Characters, Costumes and Themes, Soliloquy, Globe Theatre. | ||
Unit-2 |
Teaching Hours:10 |
|
Medieval Theatre and Renaissance
|
||
Medieval Theatre, Commedia Dell’Arte, Shakespeare, Christianity and Theatre, Innovations in Plot, Characters, Costumes and Themes, Soliloquy, Globe Theatre. | ||
Unit-3 |
Teaching Hours:15 |
|
Theatre of the Nineteenth Century: Road to Realism
|
||
Melodrama, Symbolism, Ibsen, GB Shaw, A. Chekhov, Moscow Art Theatre and realism. | ||
Unit-3 |
Teaching Hours:15 |
|
Theatre of the Nineteenth Century: Road to Realism
|
||
Melodrama, Symbolism, Ibsen, GB Shaw, A. Chekhov, Moscow Art Theatre and realism. | ||
Unit-4 |
Teaching Hours:10 |
|
Theatre of the Twentieth Century: Responses to Realism
|
||
Avant-Garde Theatre: Theatre of Cruelty, Theatre of the Absurd, Poor Theatre, Minimalism.
American realism: Arthur Miller, Tennessee Williams, Elia Kazan, Theatre and Early Cinema. | ||
Unit-4 |
Teaching Hours:10 |
|
Theatre of the Twentieth Century: Responses to Realism
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Avant-Garde Theatre: Theatre of Cruelty, Theatre of the Absurd, Poor Theatre, Minimalism.
American realism: Arthur Miller, Tennessee Williams, Elia Kazan, Theatre and Early Cinema. | ||
Unit-5 |
Teaching Hours:10 |
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Contemporary Theatre
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Magical Realism, Immersive Theatre, Postmodernism, Adaptation, Devised Theatre, Solo Performance, Technology and Theatre. | ||
Unit-5 |
Teaching Hours:10 |
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Contemporary Theatre
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Magical Realism, Immersive Theatre, Postmodernism, Adaptation, Devised Theatre, Solo Performance, Technology and Theatre. | ||
Text Books And Reference Books: 1.Oedipus Rex 2.Media 3.Antigone 4.Lysistrata 5.Menaechmi 6.Everyman 7.The Merchant of Venice 8.A Midsummer Night's Dream 9.Romeo and Juliet 10.Othello 11.Hamlet 12.The Importance of Being Earnest 13.The Seagull 14.A Streetcar Named Desire 15.Machinal 16.Mother Courage and Her Children 17.Death of a Salesman 18.Waiting for Godot 19.Rhinoceros 20.Rabbit Hole 21.West Side Story 22.Sweeney Todd 23.Mamma Mia
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Essential Reading / Recommended Reading 1.Brockett, G, Oscar.History of Theatre 2.Elam, Keir. Semiotics of Theatre and Drama. 2007. Print. 3.Postlewait, Thomas. Cambridge Introduction to Theatre Historiography. New York: Cambridge University Press, 2008. Print. 4.Powell, Kerry. Cambridge Companion to Victorian and Edwardian Theatre. New York: Cambridge University Press, 2004. Print. 5.Jones, David Richard. Great Directors at Work: Stanislavsky, Brecht, Kazan, Brook. 6.Zarrilli, Phillip, B.Theatre Histories: An Introduction.New York: Rutledge, Taylor&Francis, 2010.Print. 7.Brandt, George W. Modern Theories of Drama: A Selection of Writings on Drama and Theatre 1850-1990. New York: Oxford University Press, 1998. Print. 8.Chambers, Colin. The Continuum Companion to Twentieth-Century Theatre. London: Continuum, 2002. Print. 9.Meyer-Dinkgrafe, Daniel. Who`s Who in Contemporary World Theatre. 2002. Print. 10.Postlewait, Thomas. Cambridge Introduction to Theatre Historiography. New York: Cambridge University Press, 2008. Print. 11.Shepherd, Simon. The Cambridge Introduction to Modern British Theatre. New York: Cambridge University Press, 2009. Print.
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Evaluation Pattern CIA I (20 marks): A group presentation. Mid Semester Examination (50 marks): Written centralized exam. CIA III (20 marks): A group presentation. End Semester Examination (50 marks): Written centralized exam. Extra 5 marks for attendance Total (100 marks)
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THE102-2 - ART OF ACTING LEVEL I (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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To gain an understanding of acting principles and techniques practised globally. Develop skills in the analysis and interpretation of dramatic texts for performance.
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Learning Outcome |
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CO1: An understanding of practical proficiency in executing the fundamental principles of all schools and styles of acting techniques through ages to perform diverse characters on stage. CO2: The ability to structure and perform a scene from a play. |
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Unit-1 |
Teaching Hours:30 |
Creating a body language of a character
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Observations of animals and humans of different ages create a body language of historical personalities with the help of fine arts, sectors of gestures, energy centres, and study acting styles of the past. | |
Unit-1 |
Teaching Hours:30 |
Creating a body language of a character
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Observations of animals and humans of different ages create a body language of historical personalities with the help of fine arts, sectors of gestures, energy centres, and study acting styles of the past. | |
Unit-2 |
Teaching Hours:30 |
Working with co-actors
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Exercises on improvisation, repetition, coordinating a mise-en-scene, finding a conflict, objectives and super objectives, subtext, and analyzing a script from the actor’s point of view. | |
Unit-2 |
Teaching Hours:30 |
Working with co-actors
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Exercises on improvisation, repetition, coordinating a mise-en-scene, finding a conflict, objectives and super objectives, subtext, and analyzing a script from the actor’s point of view. | |
Text Books And Reference Books: "An Actor Prepares" by Konstantin Stanislavski | |
Essential Reading / Recommended Reading Sanford Meisner on Acting | |
Evaluation Pattern Evaluation Pattern: Conducted internally at the departmental level No CIA I CIA II (50 marks) – a performance of an acting style from the past selected by a faculty. No CIA III ESE (50 marks) – a performance of a scene from XX-century plays
Total (100 marks) | |
THE181-2 - INTRODUCTION TO DANCE (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Introduction to Dance is designed to provide students with a foundational understanding of dance as an art form. Through theoretical study and practical exploration, students will develop fundamental dance techniques, terminology, and an appreciation for the expressive potential of movement. This course helps the students to improve their skills.
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Learning Outcome |
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CO1: Students will demonstrate knowledge of fundamental dance terminology, positions, and movement principles.
CO2: Students will develop basic dance techniques, including alignment, posture, and spatial awareness.
CO3: Students will explore various dance styles and genres, identifying key characteristics and cultural influences.
CO4: Students will demonstrate creativity and expression through movement improvisation and choreographic exercises.
CO5: Students will recognize the importance of rhythm, musicality, and dynamics in dance performance.
CO6: Students will improve physical fitness, coordination, and flexibility through regular dance practice.
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Unit-1 |
Teaching Hours:10 |
Foundations of Dance
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Unit-1 |
Teaching Hours:10 |
Foundations of Dance
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Unit-2 |
Teaching Hours:10 |
Fundamental Techniques
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Unit-2 |
Teaching Hours:10 |
Fundamental Techniques
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Unit-3 |
Teaching Hours:10 |
Creative Expression and Choreography
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Unit-3 |
Teaching Hours:10 |
Creative Expression and Choreography
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Text Books And Reference Books: Dramatic dance: an actor's approach to dance as a dramatic art / Darren Royston | |
Essential Reading / Recommended Reading Dancefilm choreography and the moving image Erin Brannigan. | |
Evaluation Pattern Conducted internally at the departmental level. No CIA I CIA II (50 marks) – Individual demonstration of skills with an explanation of the technique No CIA III ESE (50 marks)– Showcase of choreographic exercises
Total (100 marks) | |
THE182-2 - INTRODUCTION TO VOCAL (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
Introduction to Vocal Techniques is designed to introduce students to the fundamentals of vocal performance and expression. Through a structured curriculum, students will explore various vocal techniques, develop an understanding of vocal anatomy, and cultivate skills for healthy vocal production. The course will focus on breath control, vocal resonance, articulation, and expression, preparing students for further study and performance in vocal music, public speaking, and related disciplines. This course helps the students to improve their skills.
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Learning Outcome |
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CO1: Demonstrate improved breath control, vocal resonance, and articulation.
CO2: Exhibit increased confidence and stage presence in vocal presentations. CO3: Apply fundamental vocal techniques to solo and ensemble performance settings.
CO4: Interpret and convey emotion and expression effectively through vocal performance.
CO5: Develop musicianship skills, including sight-singing and ear training.
CO6: Cultivate a healthy vocal technique to prevent vocal strain and injury.
CO7: Engage in constructive self-assessment and reflection on vocal performance.
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Unit-1 |
Teaching Hours:10 |
Vocal Foundations
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Unit-1 |
Teaching Hours:10 |
Vocal Foundations
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Unit-2 |
Teaching Hours:10 |
Vocal Expression
|
|
| |
Unit-2 |
Teaching Hours:10 |
Vocal Expression
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|
| |
Unit-3 |
Teaching Hours:10 |
Performance and Application
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Unit-3 |
Teaching Hours:10 |
Performance and Application
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Essential Reading / Recommended Reading The Cambridge companion to singing/edited by John Potter | |
Evaluation Pattern Conducted internally at the departmental level No CIA I CIA II (50 marks) – Individual demonstration of skills with an explanation of the technique No CIA III ESE (50 marks) – Showcase of a vocal composition Total (100 marks)
| |
CME103-3 - INTRODUCTION SOCIAL MEDIA (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course description: 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 |
|
Unit-1 |
Teaching Hours:10 |
Introduction
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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
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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
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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
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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
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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
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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
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|
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
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|
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
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|
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
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|
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. |
|
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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| ||||||||||||||||||||||
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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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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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.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
|
|||||||||||||||||||||||||||||||||||||||||
Vacbulary developing excercises | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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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 |
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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
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Kavita Sanchay’ (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. SaralSubodh Hindi Vyakaran, By: MotilalChaturvedi. Vinod 3. AnuvadEvam Sanchar – Dr.PooranchandTandon, Rajpal and Son’s 4. AnuvadVignan By:Bholanath Tiwari 5. Anuvad Kala By: N.E VishwanathIyer
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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 |
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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. |
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Learning Outcome |
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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
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Unit-1 |
Teaching Hours:15 |
Selected poems
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|
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
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1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
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Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:20 |
Selected Prose
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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
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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
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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
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Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Text Books And Reference Books: 1. 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. 2. Adhunika Kannada Nataka- K. Marulasiddappa 3.Samagra Kannada Sahitya Charithre | |
Essential Reading / Recommended Reading 1. Doni saagali Munde Hogali- Kuvempu 2. Ooru Keeri- Siddalingaiah | |
Evaluation Pattern Writtren Test Wikipedia article creation | |
KOR281-3 - KOREAN (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: Basic Korean Level 1 is for Non-Native speakers to learn basic Korean language and to develop their knowledge as well as their communicative skills so as to be able to respond in simple every day contexts. Course Objective: ▪ Module I presents 5 lessons on the Korean writing system. ▪ Module II provides 4 lessons, each containing two conversation tasks, vocabulary and expressions, grammar and speaking, tasks and practices, ▪ Korean culture is introduced. |
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Learning Outcome |
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CO1-5: Course outcomes: The purpose of any language is to equip the learner with the four essential skills i.e., LSRW. In keeping with the same, the course outcomes in the second year, Basic Korean Language course have been formulated as follows. At the end of basic level 1 , the student would be able to - - listen, understand and respond to short recordings about everyday life. - be familiar with the socio-cultural aspects of the language. - remember and apply basic rules of grammar. - write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. - speak about oneself/ others / the immediate environment / engage in simple conversation. |
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Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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|
Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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|
Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
|
|
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 | |
Text Books And Reference Books: Textbook: Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |
Essential Reading / Recommended Reading Reference books: 1. Grammar and vocabulary supplementary book 2. Korean Culture 77. | |
Evaluation Pattern Question Paper Pattern ▪ Section A - Test of linguistic ability through grammar components – 10 marks ▪ Section B - Test of translating abilities and comprehension, short answers – 20 marks ▪ Section C - Test of writing skills / Dialogue and Essay writing – 20 mark | |
SAN181-3 - BASIC SANSKRIT (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary. |
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Learning Outcome |
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CO1: Identify and understand the alphabet and vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills. |
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
|
|
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
| |
Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
|
|
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
| |
Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
|
|
1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
| |
Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale 3.A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman | |
Essential Reading / Recommended Reading 1. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 2. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
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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,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-1 |
Teaching Hours:12 |
Poetry: Meghadootham 1 canto,
|
|
The word Meghaduta is a Sanskrit word. It can be split into two parts i.e., “Megha” translating to “cloud” and “duth” meaning “messenger”. The poem proceeds to be a textbook case where all the five main schools of poetic analysis can be applied and the five features generally expected in good literature appear in equal measures and perfect balance. Most poems have an abundance of one feature and the others in a supporting role, Meghaduta uses all the features in the best possible manner. | |
Unit-2 |
Teaching Hours:12 |
? Panchatantra of Vishnu Sharma
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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
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|
By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
|
|
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
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Text Books And Reference Books: 1) 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 |
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“Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish. This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write.
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Learning Outcome |
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CO1: Student will be able to talk casually about topics of current public and personal
events. CO2: Students in the Spanish program develop in-depth content knowledge about Hispanic
cultures. CO3: Student will be able to understand most speech on familiar topics
Student can read and understand written texts in areas of the their special interest. CO4: Student will able to recognize the value of Spanish language learning and Hispanidad
cultures through participation in a variety of activities. |
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Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Teaching Hours:8 |
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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 | |
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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 | |
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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 | |
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Teaching Hours:8 |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Teaching Hours:8 |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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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 | |
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Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Teaching Hours:8 |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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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 | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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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 | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Teaching Hours:8 |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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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 | |
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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 | |
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Teaching Hours:8 |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Teaching Hours:8 |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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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 | |
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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 | |
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Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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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 | |
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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 | |
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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 | |
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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 | |
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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 | |
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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 | |
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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 | |
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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 | |
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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 | |
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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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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
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Teaching Hours:8 |
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Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
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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 | |
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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 |
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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-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing 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.
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|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
|
|
1.Tamilin enimai | |
Unit-1 |
Teaching Hours:6 |
1.Bharathidasan kavithaigal.
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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-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
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|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-2 |
Teaching Hours:6 |
2.Nanthikkalambagam.
|
|
1.Vetri murasa chirappau. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-3 |
Teaching Hours:10 |
Payana Ilakkiyam -(Travelogue) 10 hours ULAGAM SUTRUM TAMILAN- By A.K.Settiar,NCBH,Chennai.
|
|
1.Ulagamengum olikkum peyar. | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:4 |
GRAMMAR-
|
|
Thol. Porul Adhigaram | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Unit-5 |
Teaching Hours:3 |
Language Skill-
|
|
General essay writing | |
Text Books And Reference Books: 1. Bharathidasan kivithaigal –As mentioned in the syllabus. NCBH ,Chennai. | |
Essential Reading / Recommended Reading 1. Tholgappiyam-. Porul Adhigaram- by Tholgappiyar | |
Evaluation Pattern CIA 1 Class test CIA 2 Mid semester Examination CIA 3 class test End semester examination | |
THE201A-3 - STAGE PERFORMANCE I (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Stage Performance is a comprehensive course designed to develop students' skills in live theatrical productions. With the guidance of a faculty through rehearsals and critical analysis, students will explore the principles of acting, directing, character development, and stagecraft necessary for effective stage presence. Stage performance is an essential practice in theatre globally. It helps students to understand their future career paths and try different roles in theatre production, which could be entrepreneurship in art. |
|
Learning Outcome |
|
CO1: To develop an understanding of acting techniques and methodologies. CO2: To explore the process of character development and embodiment. CO3: To cultivate vocal and physical expressiveness for the stage.
CO4: To analyse and interpret dramatic texts effectively.
CO5: To understand the dynamics of ensemble performance and collaboration.
CO6: To explore the relationship between actor and audience. CO7: To gain practical experience in acting and directing.
|
|
Unit-1 |
Teaching Hours:20 |
Script Analysis and Character Study
|
|
| |
Unit-1 |
Teaching Hours:20 |
Script Analysis and Character Study
|
|
| |
Unit-2 |
Teaching Hours:40 |
Scene Work and Character Interaction
|
|
| |
Unit-2 |
Teaching Hours:40 |
Scene Work and Character Interaction
|
|
| |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Conducted internally at the departmental level The assessment will focus on the actor's ability to embody the character and deliver authentic and engaging performances. Actors, along with assistant directors, will be assessed how effectively they collaborate with fellow actors and technical crew members. No CIA I CIA II (50 marks) – presentation along with demonstration of the characters and the chosen play No CIA III ESE (50 marks) – practical exam where the students demonstrate their skills
Total (100 marks) | |
THE201B-3 - STAGE PRODUCTION I (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The Stage Production Course is a comprehensive training programme that thoroughly explains the process of producing a stage play or performance. The course covers various aspects of stage production, from the initial planning stages to the final execution of the production. In the course, learners will learn about the different elements of stage production, such as set design, lighting, sound, costumes, and directing. They will also gain practical skills in project management, budgeting, and team coordination. They can work on real-world projects and collaborate with other students to create a successful stage production. By the end of the course, learners will have gained a comprehensive understanding of the stage production process and have the practical skills and knowledge necessary to produce a successful stage play or performance. The unit divisions are designed to provide students with a comprehensive understanding of all aspects of stage production, from creative competencies to technical skills and business management. Stage production is essential practice in theatre globally. Helps students to understand their future career path trying different roles in theatre production which could be entrepreneurship in art. Focus on helping learners learn all the different aspects involved in performing, from designing the set and lighting to creating the sound effects and music. Additionally, the course may help learners develop their acting and directing skills and provide valuable opportunities to work with others on actual productions. Prepares learners with broad skills and knowledge that can be applied in various contexts within the entertainment industry and beyond.
|
|
Learning Outcome |
|
CO1: Able to gain a comprehensive understanding of theatre production and design, develop skills in acting, directing, script analysis, and technical skills, and learn how to work collaboratively with others in a creative setting.
CO2: Able to gain practical experience in all aspects of stage production, including lighting, sound, set design and costume makeup, and learning how to manage and promote a production.
CO3: Through practical experience, theoretical knowledge, and creative exploration, learners are prepared to pursue careers in theatre or related fields or to simply develop a deep appreciation for the art form.
|
|
Unit-1 |
Teaching Hours:10 |
Introduction to Stage Production
|
|
This unit provides an overview of the various technical elements involved in stage production, such as lighting, sound, and set design. Learners learn about the different roles and responsibilities of the production team, as well as the various stages of production, from pre-production to post-production. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Stage Production
|
|
This unit provides an overview of the various technical elements involved in stage production, such as lighting, sound, and set design. Learners learn about the different roles and responsibilities of the production team, as well as the various stages of production, from pre-production to post-production. | |
Unit-2 |
Teaching Hours:10 |
Script Analysis
|
|
This unit gives learners the skills to analyse scripts and understand the underlying themes and messages. Learners learn how to identify the structure of a script, analyse characters and themes, and develop a directorial concept. | |
Unit-2 |
Teaching Hours:10 |
Script Analysis
|
|
This unit gives learners the skills to analyse scripts and understand the underlying themes and messages. Learners learn how to identify the structure of a script, analyse characters and themes, and develop a directorial concept. | |
Unit-3 |
Teaching Hours:10 |
Set Design
|
|
This unit covers the basics of set design, including creating a visually interesting and appropriate set for production. Learners learn about the different elements of set design, such as colour, texture, and shape, and how to create a safe and functional set | |
Unit-3 |
Teaching Hours:10 |
Set Design
|
|
This unit covers the basics of set design, including creating a visually interesting and appropriate set for production. Learners learn about the different elements of set design, such as colour, texture, and shape, and how to create a safe and functional set | |
Unit-4 |
Teaching Hours:10 |
Costumes& Make-up
|
|
The unit comprises the fundamental principles of Costume design and Makeup, particularly in creating visually engaging production costumes. The curriculum imparts knowledge on various elements of costume design, such as line, colour, texture, shape, and fabrics. It also covers the creation of straight, character, and special effects Makeup. Through this unit, learners will understand how to effectively create costumes and makeup that convey the intended message of the production. | |
Unit-4 |
Teaching Hours:10 |
Costumes& Make-up
|
|
The unit comprises the fundamental principles of Costume design and Makeup, particularly in creating visually engaging production costumes. The curriculum imparts knowledge on various elements of costume design, such as line, colour, texture, shape, and fabrics. It also covers the creation of straight, character, and special effects Makeup. Through this unit, learners will understand how to effectively create costumes and makeup that convey the intended message of the production. | |
Unit-5 |
Teaching Hours:10 |
Lighting and Sound
|
|
This unit covers the technical aspects of lighting and sound design, including creating different moods and atmospheres using lighting and sound effects. Learners learn how to create lighting cues, operate a soundboard, and design sound effects that enhance the production. | |
Unit-5 |
Teaching Hours:10 |
Lighting and Sound
|
|
This unit covers the technical aspects of lighting and sound design, including creating different moods and atmospheres using lighting and sound effects. Learners learn how to create lighting cues, operate a soundboard, and design sound effects that enhance the production. | |
Unit-6 |
Teaching Hours:10 |
Production Management
|
|
This unit covers the business aspects of stage production, including marketing, budgeting, and fundraising. Learners learn how to manage a production from start to finish, including promoting the production, managing finances, and working with other production team members. | |
Unit-6 |
Teaching Hours:10 |
Production Management
|
|
This unit covers the business aspects of stage production, including marketing, budgeting, and fundraising. Learners learn how to manage a production from start to finish, including promoting the production, managing finances, and working with other production team members. | |
Text Books And Reference Books: Designing Graphic Props for Filmmaking Paperback by Annie Atkins | |
Essential Reading / Recommended Reading Introduction to the art of stage management : a practical guide to working in the theatre and beyond / Michael Vitale | |
Evaluation Pattern Assignments The Stage production course consists of various assessments to evaluate learners' progress and understanding of the course material. The assessments are designed to be comprehensive and reflect the skills and knowledge required to succeed in Stage production. The marks in the course will be divided among various assessments, including visual research, working models and practical project evaluations. The weightage of each assessment may vary depending on the specific module or topic being covered. Assignments may be weighted more heavily at the beginning of the course to assess your understanding of foundational skills. In contrast, tests and practical evaluations may be weighted more heavily towards the end of the course to evaluate your ability to apply your knowledge to real-world situations. A range of projects include designing lighting and sound for a play, creating a set design for a play, coordinating stage production for a theatre show, designing costumes and makeup, and incorporating multimedia into a stage performance.
Evaluation Pattern: Conducted internally at the departmental level CIA I (20Marks) – presentation of the sketches and plan to execute the director's vision CIA II (50 Marks) – demonstrating the work in progress explaining the functionality of crafted pieces CIA III (20 Marks) – demonstration of complete crafted pieces ESE (50 Marks) – use of crafted pieces in the performance along with backstage work Extra 5 marks for attendance Total (100 marks)
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THE261-3 - DANCE AND VOCAL (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Dance course builds upon the foundational knowledge and skills acquired in the introductory course, delving deeper into the intricacies of dance as an art form. This course is designed to challenge students to expand their technical proficiency, artistic expression, and cultural awareness through a series of progressive exercises, choreographic explorations, and performance opportunities. The vocal part of the course is divided into Solo and Ensemble Units. The former unit concentrates on developing individual, duet and trio techniques, switching back and forth between small group and individual vocal contexts. The latter unit focuses on general mentalities and nonverbal communication skills that contribute to successful choral performances. Ability to sing and dance increase chances of a student to get employed in the country and abroad.
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Learning Outcome |
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CO1: Translate the musical notation, language and nomenclature of each piece being performed into English.
CO2: Determine appropriate practice techniques to solve musical problems within the performance of repertoire.
CO3: Develop an appropriate practice regime to suit individual performance requirements.
CO4: Describe, understand and be able to apply the basic principles of AESTHETICS of ACADEMIC SINGING.
CO5: Describe the structure and meaning of the main elements of the vocal tract.
CO6: Be able to consciously manage these elements.
CO7: Describe the meaning of resonances in academic singing.
CO8: Describe their physical location and consciously include various vocal resonances in the work.
CO9: Describe the fundamentals of psychological and physical preparation for the stage performance.
CO10: Demonstrate advanced proficiency in executing a variety of dance techniques and movement sequences.
CO11: Display enhanced control, fluidity, and precision in movement execution and transitions.
CO12: Interpret complex rhythmic patterns and musicality with accuracy and expression.
CO13: Create cohesive and expressive choreographic compositions using intermediate-level concepts and structures.
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Unit-1 |
Teaching Hours:10 |
Intermediate Movement Exploration
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Unit-1 |
Teaching Hours:10 |
Intermediate Movement Exploration
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Unit-2 |
Teaching Hours:10 |
Intermediate Choreography and Performance
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Unit-2 |
Teaching Hours:10 |
Intermediate Choreography and Performance
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Unit-3 |
Teaching Hours:10 |
Dance Styles and Cultural Diversity
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Unit-3 |
Teaching Hours:10 |
Dance Styles and Cultural Diversity
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Unit-4 |
Teaching Hours:15 |
Vocal
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Unit-4 |
Teaching Hours:15 |
Vocal
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Text Books And Reference Books: History of dance / Gayle Kassing | |
Essential Reading / Recommended Reading The Cambridge companion to singing / edited by John Potter | |
Evaluation Pattern The testing pattern will consist of music and dance to be performed in the middle and at the end of the semester. Conducted internally at the departmental level No CIA I CIA II (50 marks) – Demonstration of learned skills in dance and vocal No CIA III ESE (50 marks) – Final performance of a choreographed dance sequence and a song
Total (100 marks)
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THE281-3 - AUDITIONING BASICS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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A value-added course for first-year students introducing practical auditioning techniques. Students will learn to cut and deliver contrasting audition monologues in a variety of auditioning scenarios. Students will set auditioning goals and begin curating their collegiate auditioning repertoire to perform in juried mock auditions. To be employed either in the country or abroad as an actor, auditioning is essential. -To gain an understanding of basic auditioning practices. -Develop skills in the analysis and interpretation of dramatic texts for performance. |
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Learning Outcome |
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CO1: Students will develop an understanding of practical proficiency in executing the fundamental principles of a variety of standard auditioning formats.
CO2: Students will share showcase auditioning skills through juried audition performances.
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Unit-1 |
Teaching Hours:6 |
Monologue Selection, Cuts, and Performance
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Monologues selected and cut for contrast, type, length, and story arch | |
Unit-1 |
Teaching Hours:6 |
Monologue Selection, Cuts, and Performance
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Monologues selected and cut for contrast, type, length, and story arch | |
Unit-2 |
Teaching Hours:4 |
Self-Tape Introduction
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Basic format, composition, and strategies regarding self-taped auditions | |
Unit-2 |
Teaching Hours:4 |
Self-Tape Introduction
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Basic format, composition, and strategies regarding self-taped auditions | |
Unit-3 |
Teaching Hours:7 |
General Auditions
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Monologues cut for time and strategy, standardized lengths and edits, professional slate, and beginning of repertoire building | |
Unit-3 |
Teaching Hours:7 |
General Auditions
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Monologues cut for time and strategy, standardized lengths and edits, professional slate, and beginning of repertoire building | |
Unit-4 |
Teaching Hours:7 |
Callback Auditions
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Cold reading, improvisation, and partnering support strategies. | |
Unit-4 |
Teaching Hours:7 |
Callback Auditions
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Cold reading, improvisation, and partnering support strategies. | |
Unit-5 |
Teaching Hours:6 |
The Professional Audition Package
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Compilation unit that brings together all prior skills for standardized, professional audition preparations and performance in a mock audition scenario | |
Unit-5 |
Teaching Hours:6 |
The Professional Audition Package
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Compilation unit that brings together all prior skills for standardized, professional audition preparations and performance in a mock audition scenario | |
Text Books And Reference Books: Acting & auditioning for the 21st century: tips, trends, and techniques for film, stage, digital and new media / Stephanie Barton-Farcas | |
Essential Reading / Recommended Reading Auditioning for film and television: secrets from a casting director / Nancy Bishop | |
Evaluation Pattern Conducted internally at the departmental level CIA I (20 marks): Monologue performance and evaluation of scored scripts CIA II (50 marks): Self-tape submission of two contrasting pieces CIA I (20 marks): Mock cold reading and improvisation sessions ESE (50 marks): Juried mock audition performances of beginner repertoire pieces Extra 5 marks for attendance
Total (100 marks) | |
THE282-3 - INTRODUCTION TO KALARI (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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This course will be a comprehensive Kalari payattu that delves into the ancient Kerala martial art form. The programme comprises several units designed to give learners a well-rounded understanding of Kalari martial arts and its application to theatrical performances. Overall, the Kalari course provides theatre learners with a unique opportunity to learn about this fascinating art form and its application to theatre performances. Learners will gain a deep understanding of Kalari martial arts and how it can enhance their physical and mental abilities and performances on stage, all while immersing themselves in ancient Kerala culture and tradition. |
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Learning Outcome |
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CO1: Able to know the history, philosophy, and values that make up this art form
and its cultural significance in ancient Indian tradition. CO2: Able to hone their physical and mental abilities, including strength,
flexibility, endurance, concentration, and focus. CO3: Able to thoroughly understand Kalari martial arts and how it applies to
theatrical performances. CO4: Able to choreograph fight scenes using Kalari techniques and elevate actors' physicality, stamina and expressiveness on stage. |
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Unit-1 |
Teaching Hours:10 |
Introduction of Kalarippayattu as a martial art
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Unit-1 |
Teaching Hours:10 |
Introduction of Kalarippayattu as a martial art
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Unit-2 |
Teaching Hours:10 |
Body conditioning exercise
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Unit-2 |
Teaching Hours:10 |
Body conditioning exercise
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Unit-3 |
Teaching Hours:10 |
Precise Body Training (Meyurapu)
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Unit-3 |
Teaching Hours:10 |
Precise Body Training (Meyurapu)
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA I (20 marks): Self-exploration of kinesthetic movement using basic stances of Kalari.
CIA II (50 marks): Documenting the Group work and analyses it. ESE (50 marks): Practical demonstrative performances based on the learning. Extra 5 marks for attendance Total (100 marks) | |
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 |
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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
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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
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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-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
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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
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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-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.
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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 | |
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)
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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 |
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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
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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
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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-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
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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
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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-3 |
Teaching Hours:15 |
Post Production
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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
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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
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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
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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
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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
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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 |
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Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease |
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Learning Outcome |
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CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease. |
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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-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
|
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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
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
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Unit 6
|
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Unit-2 |
Teaching Hours:8 |
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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 |
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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-2 |
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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 |
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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 |
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|||||||||||||||||||||
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|
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Unit-2 |
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Unit 6
|
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Unit-2 |
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|
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Unit-2 |
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|
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Unit-2 |
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|
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Unit-2 |
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|
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|
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|
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Unit-2 |
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|
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Unit-2 |
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|
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Unit-2 |
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|
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Unit-2 |
Teaching Hours:8 |
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|
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|
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Unit-2 |
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|||||||||||||||||||||
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|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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Unit 6
|
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Unit-2 |
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Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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Unit 6
|
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Unit-2 |
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Unit 6
|
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Unit-2 |
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Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
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|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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Unit-4 |
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Unit 8
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Unit-4 |
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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Text Books And Reference Books:
Textbook : Adomania 1 Methode de Français A1 Le Robert et Nathan, Conjugaison, English Edition | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern I. Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion Paper Pattern· Section A - Test of linguistic ability through grammar components – 10 marks · Section B - Test of translating abilities and comprehension, short answers - 20 marks · Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks CIA -1 10 marks CIA- 2 50 marks CIA –3 10 marks ESE 50 marks.
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GER181-4 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.
Course Objectives:
· To develop the skills demonstrated in the ability to interpret simple texts
· To attain some transcultural competency: an awareness of cross-cultural differences between societies.
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Learning Outcome |
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CO1: Understand and perform tasks in varied areas of social life with the help of the acquisition of communicative, linguistic and cultural know-how CO2: Judge and do tasks in varied areas of day-to-day life activities CO3: Formulate phrases related to personal details and particular concrete situations. CO4: Recall the basic phrases and use them effectively CO5: Interact and speak in small social gatherings. |
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Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
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Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Text Books And Reference Books: Netzwerk neu Deutsch als Fremdsprache A1 Textbook, Workbook, Glossar and 2 CDs by Stefanie Dengler, Paul Rusch, Helen Schmitz, Tanja Sieber, Klett -Langenscheidt Publishers
| ||||||||||||||||||||||
Essential Reading / Recommended Reading
1. Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen Publishers
2. Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber Publishers
3. Deutsch für den Beruf text book by Adelheid h, Max Hueber Publishers
4. Deutsch für den Beruf work book by Adelheid h, Max Hueber Publishers
5. Grammatik Intensiv Trainer A1 Deutsch – Langenscheidt by Mark Lester, Larry Beason, Langenscheid Publishers
6. Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber Publishers
7. Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, Eli Publishers
| ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
HIN181-4 - BASIC HINDI (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||
Max Marks:50 |
Credits:2 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
This is a thirty hours course. Students will be exposed to the use of Hindi Language both in oral and written forms. During the course, Hindi alphabets, words, simple sentences, general vocabulary and basic grammar will be taught. At the end of the course students will be able to read, write and speak the Language |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Improve the spoken skill. CO2: Acquire reading and writing skill. |
||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Translation Theory and process,Types of translation,qualities of a good translatot
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|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN281-4 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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The detailed text book “Samkaleen Katha Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Stories written by representative poets of Hindi Literature. The stories reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Film appreciation and creative writings are included. Paper I - Poetry, Cultural Art forms |
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Learning Outcome |
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CO1: Improve the writing skill in literary Hindi CO2: Improve the analytical skills through critical analysis of the story CO3: Will be able to learn the different aspects of Movies CO4: To improve the Creative skills. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Katha Sanchay’ (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Vanijya Hindi – By A V Narti 2 Creative writing – By : John Singleton 3 Adhunik Hindi Nibandh – By: Bhuvaneshwarichandran Saksena 4 Cambridge introduction to – By: Morley, Dav | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-4 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
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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
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1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
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1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
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
|
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1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
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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
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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
|
|
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
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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
| |
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
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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-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-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
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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
|
|
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
|
|
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
|
|
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
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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
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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
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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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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?
|
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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-2 |
Teaching Hours:5 |
||
Where are you going?
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Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
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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?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Text Books And Reference Books: 1. Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |||
Essential Reading / Recommended Reading 1. Grammar and vocabulary supplementary book 2. Korean Culture 77 | |||
Evaluation Pattern CIA I: 10 (Assignment/Dictation test) CIA II: 25 (Written test) CIA III: 10 (Assignment/Dictation test) ESE : 50 (Written test) | |||
SAN181-4 - BASIC SANSKRIT (2023 Batch) | |||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||
Max Marks:50 |
Credits:2 |
||
Course Objectives/Course Description |
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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
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale | |
Essential Reading / Recommended Reading 1. A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman 2. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 3. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessment and an end Semester Examination. 1. Objective type of exam and oral examination as CIA and end exam 2. 85% of attendance. 3. The final credits will be weighted average of 2 CIA and ESE
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SAN281-4 - SANSKRIT (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. Ayodya Kanda is selected as the prescribed text for the students, composed by Bhoja. Dasharatha with the premonition of death, decides to coronate his eldest son Rana as his successor. When Dasharatha asks the
opinion of his subjects as a democratic ruler, people are overjoyous on hearing that their cynosure of eyes Rama is going to be coronated. The entire city of Ayodhya bears a festive look for the coronation ceremony. Having seen this, Manthara impure the mind of Kaikeyi to send Rama to the forest and coronate Bharata in his place as Dasharatha had promised Kaikeyi earlier with two boons when the latter had given a helping hand to the former at the time of war. To fulfill the promise of his father, as an obedient son Rama departs to the forest accompanied by Sitha and Lakshmana Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech. |
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Learning Outcome |
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CO1: Analyze the literature critically. CO2: Acquaint the students with the linguistic features, aesthetic sense, and other specific
key features of famous Sanskrit prose and poetry CO3: Develop the style of creating literary works (prose and poetry) in Sanskrit. CO4: Understand the origin and development of Sanskrit drama. CO5: Appreciate the linguistic features, aesthetic sense, and other specific key
features of famous Sanskrit Works. |
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Unit-1 |
Teaching Hours:12 |
Champu Kavya Aranya Kanda "Ramo vanaya vavraaja "
|
|
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
|
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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-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-2 |
Teaching Hours:12 |
Uttara Ramacharitham of Bhavabhuti
|
|
Uttararamacariotam of Bhavabhuti- Prathamaanka is a Sanskrit play in seven acts in the Nataka style by Bhavabhuti. which tells the story of Rama's life after he returns to Ayodhya following his victory over Ravana. The drama explores Rama's relationships with his family members and the challenges he faces as a king. | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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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 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-1 |
Teaching Hours:5 |
||||
Unit 7 Dirección
|
|||||
o Asking and specifying direction o Describing about appearance and characters | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-2 |
Teaching Hours:5 |
||||
Unit 8 Gustar
|
|||||
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-3 |
Teaching Hours:5 |
||||
Unit 9 Descripciones
|
|||||
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-4 |
Teaching Hours:5 |
||||
● Unit 10 pueblos y ciudades
|
|||||
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-5 |
Teaching Hours:5 |
||||
Unit 11 habla de tu amigo
|
|||||
o Describing and comparing each other o Expressing agreement and disagreement | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Unit-6 |
Teaching Hours:5 |
||||
Unit 12 describiendo una vez plan en presente
|
|||||
o Talk about the present and plans o Travel and past tense | |||||
Text Books And Reference Books: “Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. | |||||
Essential Reading / Recommended Reading Spanish websites like Duolingo, Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape, Busuu, Etc | |||||
Evaluation Pattern Examination & Assessments – Through written assignments and different tests of linguistic skills Question Paper Pattern ● Section A - Test of linguistic ability through grammar components –15 marks ● Section B - Test of translating abilities and comprehension, short answers - 15 marks ● Section C - Test of writing skills / dialogue and essay writing – 20 marks | |||||
TAM281-4 - TAMIL (ADVANCED) (2023 Batch) | |||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||
Max Marks:50 |
Credits:02 |
||||
Course Objectives/Course Description |
|||||
|
|||||
Learning Outcome |
|||||
CO 1: CO1: Analyze the chronological background and generous of epics.
CO 2: CO2: Analyze the departmental principles of the Tamil and the Internal ethics
CO3: CO3: Establish that Novels are the timepiece of a society.
CO4 : CO4: It helps to know the ethics of the life through grammar.
CO5: CO5: Gain the knowledge about other language structure and culture of other language.
|
|||||
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-1 |
Teaching Hours:6 |
UNIT 1 KAPPIYAM - SILAPPATHIKARAM
|
|
PURANCHERI IRUTTHAKKATAI | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - NATRINAI
|
|
POEMS 01, 14, 70, 169, 172, 367, & 393. | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
|
|
SOCIAL AWARNES NOVEL | |
Unit-3 |
Teaching Hours:10 |
AATHANKARAI ORAM
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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
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
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|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
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ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Unit-5 |
Teaching Hours:3 |
TRANSLATION
|
|
ENGLISH TO TAMIL | |
Text Books And Reference Books: 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Essential Reading / Recommended Reading 1. silappathigaram- by Ilagovadigal ,Kazhaga veliyeedu,Chennai. 2. Natrinai paadalgal- Kazhaga veliyeedu,Chennai. 3. Aathankarai Oram – By V.Iraianbu, published by NCBH ,Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5. Mozhipeyarppu kalai- by A.K.Subramaniyam, www.tamildigitallirary.in... 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Evaluation Pattern 1. Research & Content Accuracy 2. Organization & Structure 3. Writing Quality & Clarity 4. Adherence to Wikipedia Style 5. Links, References and Pictures 6. Creativity & Engagement | |
THE201A-4 - ART OF ACTING LEVEL II (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
An advanced acting course for students in their second year of study. This course pairs with the introductory Directing course for scene work projects and live performance exams. Students build on the Stanislavsky foundation by applying additional theories and techniques, including Viewpoints, Meisner, Chekhov, Lessac, Laban, and others, as introduced in their accompanying Acting Theory course. Keep exploring global practices of acting to improve students’ skills to help with future employability.
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Learning Outcome |
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CO1: Students will develop self-awareness of vocal, physical, and imaginative abilities as performers and then expand upon them.
CO2: Students will explore the process of character development and embodiment.
CO3: Students will be able to analyse and interpret dramatic texts effectively.
CO4: Students will gain practical experience in acting and working with a director from the same peer group.
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Unit-1 |
Teaching Hours:8 |
Actor Inventory
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|
| |
Unit-1 |
Teaching Hours:8 |
Actor Inventory
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|
| |
Unit-2 |
Teaching Hours:12 |
Script Analysis and Character Study
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|
| |
Unit-2 |
Teaching Hours:12 |
Script Analysis and Character Study
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|
| |
Unit-3 |
Teaching Hours:40 |
Scene Work and Character Interaction
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|
| |
Unit-3 |
Teaching Hours:40 |
Scene Work and Character Interaction
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|
| |
Text Books And Reference Books: To the actor: on the technique of acting By Michael Chekhov Respect for acting / Uta Hagen Building A Character / By Constantin Stanislavski Creating a Role : Constantin Stanislavski | |
Essential Reading / Recommended Reading Acting: the first six lessons / by Richard Boleslavsky The outstanding actor: seven keys to success / Ken Rea My Life in Art / by Constantin Stanislavski | |
Evaluation Pattern Conducted internally at the departmental level The assessments will focus on the actor's ability to embody the character and deliver authentic, engaging performances as a collaborative artist. Actors will be assessed on how effectively they collaborate with fellow actors and their student director in rehearsals, development, and performance scenarios. No CIA I CIA II (50 marks) – presentation along with a demonstration of the character from a play No CIA III ESE (50 marks) – practical exam where the students demonstrate their skills performing in a play Total (100 marks) | |
THE201B-4 - THEATRE DIRECTING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The Theatre Directing Practical course is designed for theatre students looking to gain hands-on experience in directing. The course aims to provide a comprehensive understanding of the creative process involved in theatre production. Enrolling in this course will develop your skills and gain valuable practical experience in directing, which can prepare you for future opportunities in the field. Throughout this course, learners will learn about the various tasks involved in directing a play, including the role of a director and how to communicate effectively with actors and other production team members. Learners will also study how to analyse and interpret a script and develop a clear vision for a production. In addition, they will use various techniques to create a cohesive and engaging production. Upon completing the Theatre Directing Practical course, learners will have gained valuable practical experience in directing, which will help them prepare for future opportunities in the field of Theatre directing. The course will equip learners with the skills necessary for theatre production. Explore global practices of directing to improve students’ skills to help with future employability. ● Help students understand the role of a director and the various tasks involved in directing a play. ● Teach students how to analyse and interpret a script and develop a clear vision for a production. ● Train students on communicating effectively with actors and other production team members. ● Equip students with various techniques to create a cohesive and engaging production. ● Enable students to evaluate their work and provide constructive feedback to the cast and crews.
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Learning Outcome |
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Unit-1 |
Teaching Hours:20 |
The Art of Directing
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This module covers the creative process of directing, including script selection, play analysis, play reading, plotting, and blocking.
| |
Unit-1 |
Teaching Hours:20 |
The Art of Directing
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|
This module covers the creative process of directing, including script selection, play analysis, play reading, plotting, and blocking.
| |
Unit-2 |
Teaching Hours:20 |
The Craft of Working with Actors
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|
In this module, learners will study composition, movements, rhythm, tempo, and conventional stage forms and understand the physicalisation possibilities of a given play or dramatic piece. | |
Unit-2 |
Teaching Hours:20 |
The Craft of Working with Actors
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|
In this module, learners will study composition, movements, rhythm, tempo, and conventional stage forms and understand the physicalisation possibilities of a given play or dramatic piece. | |
Unit-3 |
Teaching Hours:20 |
The Production Process
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|
Learners will apply the knowledge they have gained in practice by working with and directing their classmates to present a play for the end-semester examination. This module covers play production practices. | |
Unit-3 |
Teaching Hours:20 |
The Production Process
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|
Learners will apply the knowledge they have gained in practice by working with and directing their classmates to present a play for the end-semester examination. This module covers play production practices. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Evaluation pattern: Conducted internally at the departmental level.
Throughout this course, learners will engage in various assignments and evaluations to enhance their skills in theatre directing. The final project submission is a crucial aspect of this course, requiring learners to submit a typed project, binding, visual documentation, and a final viva voce.
No CIA I CIA II (50 marks) - Workshop Documentation: The facilitators will discuss the documentation requirements with the learners, which will help them keep track of their progress. No CIA III ESE (50 marks) - Presentation: Learners can showcase their project and outcomes to the class through a 10-20-minute performance. Total (100 marks)
Facilitators will evaluate learners' progress through a short play production, which serves as the End Semester Examination. In addition to the project submission, learners must submit their Director notebooks/Production books. The facilitators will guide and support the learners throughout the course and encourage active participation and collaboration among the learners.
| |
THE202A-4 - ACTING THEORY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
An advanced acting course for students in their second year of study. This course is the theory component of Art of Acting II and introduces students to acting theories and techniques recognised globally, including Viewpoints, Meisner, Chekhov, Lessac, Laban, and others as supplemental lessons that build upon the foundation of Stanislavsky introduced in their introductory acting course.
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|
Learning Outcome |
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CO1: To develop an understanding of additional acting techniques and methodologies.
CO2: To explore multiple approaches to character development and embodiment.
CO3: To cultivate vocal and physical expressiveness for the stage.
CO4: To explore opportunities for applying substitution and various composition strategies
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|
Unit-1 |
Teaching Hours:8 |
Improvisation applications
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| |
Unit-1 |
Teaching Hours:8 |
Improvisation applications
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|
| |
Unit-2 |
Teaching Hours:10 |
Composition and Collaboration
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| |
Unit-2 |
Teaching Hours:10 |
Composition and Collaboration
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| |
Unit-3 |
Teaching Hours:6 |
Vocal Exploration
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| |
Unit-3 |
Teaching Hours:6 |
Vocal Exploration
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| |
Unit-4 |
Teaching Hours:10 |
Physical Exploration
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| |
Unit-4 |
Teaching Hours:10 |
Physical Exploration
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| |
Unit-5 |
Teaching Hours:6 |
Atmosphere & Substitution
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| |
Unit-5 |
Teaching Hours:6 |
Atmosphere & Substitution
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| |
Unit-6 |
Teaching Hours:10 |
Active Listening
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| |
Unit-6 |
Teaching Hours:10 |
Active Listening
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| |
Unit-7 |
Teaching Hours:10 |
Rehearsal Tools Trial & Error
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Set goals for rehearsals using a theoretical lens for application in the parallel practical course and rehearsal sessions
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Unit-7 |
Teaching Hours:10 |
Rehearsal Tools Trial & Error
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Set goals for rehearsals using a theoretical lens for application in the parallel practical course and rehearsal sessions
| |
Text Books And Reference Books: To the actor: on the technique of acting By Michael Chekhov Respect for acting / Uta Hagen Building A Character / By Constantin Stanislavski Creating a Role : Constantin Stanislavski | |
Essential Reading / Recommended Reading Acting: the first six lessons / by Richard Boleslavsky The outstanding actor: seven keys to success / Ken Rea My Life in Art / by Constantin Stanislavski | |
Evaluation Pattern The assessments will focus on the actor's ability to apply theory in live performance scenarios and simulations. Actors will keep a journal documenting and reflecting upon their theoretical applications in rehearsals and performances as they troubleshoot techniques that are most appropriate to the plays in which they are cast. CIA I (20 Marks) – submission and presentation of a character analysis CIA II (50 Marks) – written centralised exam CIA III (20 Marks) – submission of an actor’s notebook ESE (50 Marks) - written centralised exam Extra 5 marks for attendance
Total (100 marks) | |
THE202B-4 - DIRECTING THEORY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course will comprehensively understand theatre directing, covering its rich global history, techniques, and approaches. Learners will also explore distinguished directors' influence on theatre development. Upon completing this course, learners will have gained a profound insight into the evolving role of the director in theatre. ● To deepen the learners' knowledge of theatre directing, including its history, techniques, and approaches. ● To gain valuable insights into the evolution of theatre and the Theatre Director. ● To analyse plays, comprehend the relationship between the director and actors, and explore the creative process of bringing a performance to fruition. ● To foster critical thinking, improve learners’ artistic sensibilities, and enhance their communication and leadership skills. ● Have a comprehensive understanding of the director's evolving role in theatre and the knowledge and skills necessary to excel in this field. |
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Learning Outcome |
|
Unit-1 |
Teaching Hours:5 |
Introduction to Directing
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This unit overviews the course and introduces students to the key concepts and skills they will learn. | |
Unit-1 |
Teaching Hours:5 |
Introduction to Directing
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This unit overviews the course and introduces students to the key concepts and skills they will learn. | |
Unit-2 |
Teaching Hours:10 |
Historical and Theoretical Underpinnings
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This unit explores the history and theory behind theatre directing, including the evolution of directing as an art form and the significant movements and practitioners that have influenced it.
| |
Unit-2 |
Teaching Hours:10 |
Historical and Theoretical Underpinnings
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|
This unit explores the history and theory behind theatre directing, including the evolution of directing as an art form and the significant movements and practitioners that have influenced it.
| |
Unit-3 |
Teaching Hours:10 |
Play Analysis and Directorial Concept
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This unit evaluates plays and develops a directorial concept for their staging, including how to interpret the script, design the production, and communicate with the creative team.
| |
Unit-3 |
Teaching Hours:10 |
Play Analysis and Directorial Concept
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This unit evaluates plays and develops a directorial concept for their staging, including how to interpret the script, design the production, and communicate with the creative team.
| |
Unit-4 |
Teaching Hours:10 |
Director-Actor Relationship
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This unit examines the dynamics between directors and actors, including communicating effectively during rehearsals, developing trust and rapport, and creating a collaborative working environment. | |
Unit-4 |
Teaching Hours:10 |
Director-Actor Relationship
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|
This unit examines the dynamics between directors and actors, including communicating effectively during rehearsals, developing trust and rapport, and creating a collaborative working environment. | |
Unit-5 |
Teaching Hours:10 |
Creative Process and Techniques
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This unit delves into the various creative processes and techniques used by directors to realise a performance, including blocking, staging, and working with designers to create the visual and aural elements of the production. | |
Unit-5 |
Teaching Hours:10 |
Creative Process and Techniques
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|
This unit delves into the various creative processes and techniques used by directors to realise a performance, including blocking, staging, and working with designers to create the visual and aural elements of the production. | |
Unit-6 |
Teaching Hours:5 |
Critical Thinking and Artistic Sensibilities
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This unit focuses on developing critical thinking skills and enhancing artistic sensibilities, including analysing and evaluating performances and providing constructive feedback to actors and other creative team members.
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Unit-6 |
Teaching Hours:5 |
Critical Thinking and Artistic Sensibilities
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This unit focuses on developing critical thinking skills and enhancing artistic sensibilities, including analysing and evaluating performances and providing constructive feedback to actors and other creative team members.
| |
Unit-7 |
Teaching Hours:10 |
The Changing Role of the Director
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This final unit explores the evolving role of the director in theatre, including the challenges and opportunities that come with this field. It prepares students for a career as a theatre director. | |
Unit-7 |
Teaching Hours:10 |
The Changing Role of the Director
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This final unit explores the evolving role of the director in theatre, including the challenges and opportunities that come with this field. It prepares students for a career as a theatre director. | |
Text Books And Reference Books: Katie, Mitchell. The Director's Craft: A handbook for the Theatre. New York: Rout ledge, 2009.Print Morrison, Hugh. Directing in the Theatre.UK: A&C Black Publishing Ltd, 1984.Print Evans and Roose, James. Experimental Theatre from Stanislavsky to Peter Brook. New York: Rout ledge, 1984.Print. | |
Essential Reading / Recommended Reading Carra, Lawrence and Dean, Alexander. Fundamentals of Play Directing.USA: Waveland Press, 2009.Print. Francis Hodge & Michael McLain. Play Directing: Analysis, Communication, and Style
| |
Evaluation Pattern Assignments: The assignments in this theatre directing theory course provide an opportunity to practically apply theoretical concepts and gain valuable insights into the art of directing. The assignments include written examinations and project submissions. Completing each assignment helps students improve their skills and knowledge, laying a solid foundation for a successful career. The first assignment requires students to analyse a play text of their choosing and submit it on Google Classroom for CIA I. CIA II is a mid-semester written exam, while CIA III involves submitting a research-based project and ending the semester with a written examination. These diverse assessments enable students to showcase their skills and knowledge in various ways, comprehensively evaluating their progress throughout the course.
Evaluation pattern:
CIA I (20 Marks) – submission of a play analysis CIA II (50 Marks) – written centralised exam CIA III (20 Marks) - submitting a project ESE (50 Marks) - written centralised exam Extra 5 marks for attendance Total (100 marks) | |
THE281-4 - KALARI MARTIAL ARTFORM (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
This skill-based course will be a comprehensive Kalari payattu that delves into the ancient regional Kerala martial art form. The programme comprises several units designed to give learners a well-rounded understanding of Kalari martial arts and its application to theatrical performances. Overall, the Kalari course provides theatre learners a unique opportunity to learn about this fascinating art form and its application to theatre performances. Learners will gain a deep understanding of Kalari martial arts and how it can enhance their physical and mental abilities and performances on stage, all while immersing themselves in ancient Kerala culture and tradition. Provides theatre students with a comprehensive understanding of Kalari martial arts and its application to theatrical performances. ● To help learners develop physical and mental abilities, such as strength, flexibility, endurance, concentration, and focus. ● Explore the history, philosophy, and values that underpin this art form and its cultural significance in ancient Kerala tradition. ● To teach learners how to choreograph fight scenes using Kalari techniques and enhance the physicality and expressiveness of actors on stage. ● To offer a unique and enriching learning experience that combines physical training, cultural immersion, and artistic expression. |
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Learning Outcome |
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Unit-1 |
Teaching Hours:5 |
History and Philosophy
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This unit covers the history and philosophy of Kalari martial arts, including its origins, development, and cultural significance. Learners will understand the principles and values underpinning the art form and how they relate to theatre performances. | |
Unit-1 |
Teaching Hours:5 |
History and Philosophy
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|
This unit covers the history and philosophy of Kalari martial arts, including its origins, development, and cultural significance. Learners will understand the principles and values underpinning the art form and how they relate to theatre performances. | |
Unit-2 |
Teaching Hours:10 |
Techniques
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This unit focuses on the techniques used in Kalari martial arts, including kicks, strikes, throws, and grappling. Learners will learn how to performme these techniques safely and effectively and apply them to theatrical performances. | |
Unit-2 |
Teaching Hours:10 |
Techniques
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This unit focuses on the techniques used in Kalari martial arts, including kicks, strikes, throws, and grappling. Learners will learn how to performme these techniques safely and effectively and apply them to theatrical performances. | |
Unit-3 |
Teaching Hours:5 |
Physical Conditioning
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This unit covers the physical conditioning required for Kalari martial arts, including strength, flexibility, and endurance training. Learners will learn how to improve their physical fitness and well-being through various exercises and practices. | |
Unit-3 |
Teaching Hours:5 |
Physical Conditioning
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This unit covers the physical conditioning required for Kalari martial arts, including strength, flexibility, and endurance training. Learners will learn how to improve their physical fitness and well-being through various exercises and practices. | |
Unit-4 |
Teaching Hours:5 |
Meditation and Breathing
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|
This unit focuses on the meditation and breathing techniques used in Kalari martial arts to improve concentration, focus, and overall well-being. Learners will learn to incorporate these practices into their daily lives and theatrical performances. | |
Unit-4 |
Teaching Hours:5 |
Meditation and Breathing
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|
This unit focuses on the meditation and breathing techniques used in Kalari martial arts to improve concentration, focus, and overall well-being. Learners will learn to incorporate these practices into their daily lives and theatrical performances. | |
Unit-5 |
Teaching Hours:5 |
Performance
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|
This unit explores the application of Kalari martial arts to theatrical performances, including choreographing fight scenes and using martial arts techniques to enhance the physicality and expressiveness of actors on stage. | |
Unit-5 |
Teaching Hours:5 |
Performance
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|
This unit explores the application of Kalari martial arts to theatrical performances, including choreographing fight scenes and using martial arts techniques to enhance the physicality and expressiveness of actors on stage. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I (20 Marks) CIA II (50 Marks) CIA III (20 Marks) ESE (50 Marks) Extra 5 marks for attendance Total (100 marks) | |
THE282-4 - PROPS MAKING (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
This hands-on course delves into prop making through the creation of small humanoid animal sculptures and functioning masks. Students learn the basics of crafting with planning, referencing, base work, detailing, and painting for sculptures. For the functional masks, they explore construction, material use, creativity, detailing, and painting. The students are free to explore their creative choices while working in a controlled environment. Emphasis on practical skills and creativity fosters technical proficiency and artistic sensibilities. By the course's end, students gain foundational prop-making expertise and use their understanding and skills when embarking on their own creative projects. Crafting skills-oriented course. • Learn the basics of prop construction with planning and referencing • Develop skills in crafting, detailing, and creative problem-solving • Understand the basic crafting processes and material manipulation • Create a story through detail and precision |
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Learning Outcome |
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CO1: Acquire foundational knowledge in prop construction, including planning and referencing techniques.
CO2: Develop proficient skills in crafting, detailing, and creative problem-solving specific to prop making.
CO3: Gain a comprehensive understanding of basic crafting processes and material manipulation methods relevant to prop construction.
CO4: Demonstrate the ability to create compelling narratives through meticulous detail and precision in prop design and execution.
CO5: Produce high-quality props that meet project requirements and contribute to the overall storytelling and visual aesthetics of a production.
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Unit-1 |
Teaching Hours:15 |
Humanoid Character Sculpture
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Referencing and mock-up sketches, understanding anatomy and poses, reducing complex images to simple shapes, character art and storytelling through images and dimensions, creating a strong base, building form, detailing, and painting for the best result. | |
Unit-1 |
Teaching Hours:15 |
Humanoid Character Sculpture
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Referencing and mock-up sketches, understanding anatomy and poses, reducing complex images to simple shapes, character art and storytelling through images and dimensions, creating a strong base, building form, detailing, and painting for the best result. | |
Unit-2 |
Teaching Hours:15 |
Functioning Mask
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Referencing and mock-up sketches, understanding anatomy and function, reducing complex images to simple shapes, character art and storytelling through details, constructing base and dimensions using cardboard, detailing and painting, using the mask to create a character and use it in a performance. | |
Unit-2 |
Teaching Hours:15 |
Functioning Mask
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Referencing and mock-up sketches, understanding anatomy and function, reducing complex images to simple shapes, character art and storytelling through details, constructing base and dimensions using cardboard, detailing and painting, using the mask to create a character and use it in a performance. | |
Text Books And Reference Books: Hart, Eric. The Prop Building Guidebook: For Theatre, Film and TV. Routledge, 2017. | |
Essential Reading / Recommended Reading James, Thurston. The Prop Builder's Molding & Casting Handbook. Betterway Books, 1989.
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Evaluation Pattern Conducted internally at the departmental level Students will be evaluated on their ability to apply prop-making techniques learned in class to create props for specific scenes or scenarios. No CIA I CIA II (50 marks) – Submission of a sculpture and explaining character art No CIA III ESE (50 marks) – Full Head functioning masks submission Total (100 marks)
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