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Books > Language and Literature > Kamasutra > An Intensive Course in Kannada (An Old and Rare Book)
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An Intensive Course in Kannada (An Old and Rare Book)
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An Intensive Course in Kannada (An Old and Rare Book)
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Description
Foreword

The central Institute of Indian Languages was set up on the 17th July, 1969 with a view to assisting and co-ordinating the development of Indian languages. The Institute was charged with the responsibility of serving as a nucleus to bring together all the research and literary output from the various lingnistic streams to a common head and narrowing the gap between basis research and developmental research in the fields of languages and linguistics in India.

The Institute and its five Regional language Centres are thus engaged in research and teaching, which lead to the publication of a wide ranging variety of materials. Preparation of materials designed for teaching/ learning at different levels and suited to specific needs is one of the major areas of interest of the Institute. Basic research relating to the acquisition language and study of language in its manifold psycho Social relations constitute another broad range of its interest. The Publications will include materials produced by the members of the staff of the Central Institute of India Languages and its Regional Language Centres and associated scholars from universities and institution, both Indian and foreign.

The Central Institute of Indian languages has initiated an Intensive Course Series in major Indian languages to provide suitable and comprehensive material for learning and teaching the language concerned for Indians. In a language teaching situation, the teachers is expected to combine the roles of a psycho-linguist, socio linguist, linguist , language pedagogue, a creator of psycho literary critic and a testing and evaluation expert. Most of his competences are naturally reflected in the materials, which simultaneously are graded from simple to complex known to the unknown and contrived to the natural. This is a very difficult task. After research and experimentation we have come out with more questions than answers at each stage of the material.

Introduction

This book, "An Intensive Course in Kannada" , is meant for the learning of Kannada is a second language. It aims at developing listening and speaking skillis in Kannada as a second language. It is intended mainly as course material for use in the kannada Training Programme for the Southern Regional Language Centre of the Central institute of Indian Languages. However care has been taken to cater to the requirements of other second language learners of Kannada also. The material here has been tried out in the classroom several times. On the basis of classroom responses suitable modifications have been incorporated.

The Regional Language Centre's training programme offers a ten-month course for the teaching of Indian language as second language. This period is divided into three stages viz, Basic Course, intermediate Course. Advanced Course. This Intensive Course is meant fer use in the basic Course. The duration of the Basic Course is 14 weeks with about 450 clock hours of instruction. The general objectives of the Basic course are as follows:

1. To perceive and reproduce the sounds and their meaningful sequences.

1. A. To identify the sounds in their meaningful sequence.
1. B. To discriminate the sounds in their meaningful sequence.
1. C. To orally reproduce the sounds in meaningful sequence.
2. To be able to form sentences orally from given patterns and lexical items.
3. To be able to converse with the teacher and with fellow trainees specified topics under controlled situations.
4. To be able to narrate specified events and topics orally.
5. To be able to read simple and graded passages with comprehension.
5. A. To be able recognise the letters of the alphabet in isolation and in sequence.
5. B. To be able to comphrened passages containing simple sentences.
6. To be able to write simple sentences and guided composition on specific topics.
6. A. To be able to write letters, words and simple sentences.
6. B. To be able to write guided compositions on specified topics.
The present book aims at covering the objectives listed under Nos. 2 to 4.

In the preparation of the present book a systematic arrangement of the linguistic and non-linguistic elements by way of selection of vocabulary items and structures, gradation of syntactic structures, and of situations has been followed. The twin principles of "from the known to unknown" and "from simple to complex" have been followed. The lessons are presented predominantly in the conversational form. However, we have also included other forms of expression such as narration and letter.

The book consists of 15 Units. A unit covers a group of related structures, Each unit is divided into several lessons, each lesson focusing on the particular structure. Care has been taken to present each of the structures in a familiar matrix, exploiting the principle of cumulative learning and presentation. Each unitcontains a reiew lesson which provides all the related structures of the unit in a natural environment. Each review lesson is followed by a test paper. The entire book is available also on tape. Instructions for the exercise parts, however, are slightly modified in the tape version.

There are 65 lessons in the book, out of which 50 are basic lessons and 15 are review lessons. The emphasis is on the standard spoken kannada, which is defined as the dialect of Kannada spoken in Bangalor Mysore area used generally by the educated speakers. Differences between modern written kannada and standard spoken Kannada dialect dialect as defined above are generally considered as minimal. The differences between modern written Kannada and the standard spoken Kannada are taken to be minimal, the spelling followed in presenting the spoken word in the printed form is generally the same as the spelling adopted in modern written kannada. However, there are certain forms such as in which the first cited ones are decidedly from the spoken language. But the current trend in the written language is to accept both the forms. Accordingly both the forms are used in the Book.

Each of the basic lessons have five components viz. The body of the lesson drills exercises, vocabulary and grammar notes.

 

Contents

 

  Foreword v
  Editor's Note vii
  Acknowledgement ix
  Abbreviations xix
  Kannada Alphabet xxi
  Combinations of Vowels with consonants xxi
  Unit  
1 1. Self Introduction I 1
  2. Self Introduction II 8
  3. conversation with Servant 20
  4. At Mukta's House 32
  R. L. I. In the Classroom 47
2 5. Ramayana 57
  6. Enquiry 74
  7. Miniature India 91
  8. Enquiry about New Cloth 107
  R. L. 2. Conversation between Friends 127
3 9. child and Mother's Conversation 136
  10. In which class are you? 145
  11. about Naming Ceremony 153
  12. Our Hostel Garden 163
  13. information About College 175
  R. L. 3 At Rajanna's House 185
4 14. About Shamu's Daughter's Marriage 189
  15. Vegetable Market 198
  16. In the Garden 214
  17. Plan to go on a Picnic 223
  R. L. 4 Conversation Between Friends 239
5 18. Friend's Meet 243
  19. Enquiry About Anand's Brother in law 258
  20. Enquiring About a Room in the Hotel 269
  R. L. 5 In the Cloth Shop 284
6 21. Plan to go to a Movie 288
  22. Conversation with Paper Boy 297
  23. Gift for Ravi's Marriage 307
  24. Enquiry about the progress of Kannada Learners 319
  R. L. 6 Enquiry About Places Around Mysore 331
7 25. Visit to the Temple 338
  26. It is not difficult to Learn Kannada 350
  27. About Rajyotsava 361
  R. L. 7 How to go to Shalimar Theatre? 371
8 28 Ganesh Festival 376
  All India Radio Programme 384
  R. L. 8 Onam Festival 396
9 30. At Son- in law's house 401
  31. Preparation to go to Class 410
  32. Conversation with Daughter 420
  33. About Hostel Day 428
  34. About New Rented House 436
  R. L. 9 Enquiring About Bhaskaran's Place 443
10 35. Sunday Programme 449
  36. Conversation Between Friends 462
  37. Mysore 469
  R. L. 10 An Incident 480
11 38. Madhu's Dairy 484
  39. Preparation to go for Convocation 499
  40. Letter to A Colleague 507
  R. L. 11 Enquiry to go to Sight Seeing Places 517
12 41. Conversation over Telephone 523
  42. Kannada Environment Tour 533
  R. L. 12 Self Introduction III 543
13 43. About Halebid and Belur 547
  44. Language Learner's Problems 559
  45. About Manasagangotri 575
  R. L. 13 In the Bus Stand 588
14 46. If Raju Gets Through the Examination 593
  47. Invitation to a Feast 602
  48. I cannot Forget you 611
  R. L. 14 Thanking A Friend 623
15 49. Information About Prof. Srinivasa 628
  50. Preparation To Go To a Fair 650
  R. L. 15 Unification of Karnataka and Alur Venkata Rao 650
  Objective test Paper 656
  Structure Test Paper 672
  Word index 677

Sample Pages




An Intensive Course in Kannada (An Old and Rare Book)

Item Code:
NAK148
Cover:
Hardcover
Edition:
1995
ISBN:
8173420319
Language:
Kannada and English
Size:
9.0 inch x 6.5 inch
Pages:
716
Other Details:
Weight of the Book: 925 gms
Price:
$40.00   Shipping Free
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Foreword

The central Institute of Indian Languages was set up on the 17th July, 1969 with a view to assisting and co-ordinating the development of Indian languages. The Institute was charged with the responsibility of serving as a nucleus to bring together all the research and literary output from the various lingnistic streams to a common head and narrowing the gap between basis research and developmental research in the fields of languages and linguistics in India.

The Institute and its five Regional language Centres are thus engaged in research and teaching, which lead to the publication of a wide ranging variety of materials. Preparation of materials designed for teaching/ learning at different levels and suited to specific needs is one of the major areas of interest of the Institute. Basic research relating to the acquisition language and study of language in its manifold psycho Social relations constitute another broad range of its interest. The Publications will include materials produced by the members of the staff of the Central Institute of India Languages and its Regional Language Centres and associated scholars from universities and institution, both Indian and foreign.

The Central Institute of Indian languages has initiated an Intensive Course Series in major Indian languages to provide suitable and comprehensive material for learning and teaching the language concerned for Indians. In a language teaching situation, the teachers is expected to combine the roles of a psycho-linguist, socio linguist, linguist , language pedagogue, a creator of psycho literary critic and a testing and evaluation expert. Most of his competences are naturally reflected in the materials, which simultaneously are graded from simple to complex known to the unknown and contrived to the natural. This is a very difficult task. After research and experimentation we have come out with more questions than answers at each stage of the material.

Introduction

This book, "An Intensive Course in Kannada" , is meant for the learning of Kannada is a second language. It aims at developing listening and speaking skillis in Kannada as a second language. It is intended mainly as course material for use in the kannada Training Programme for the Southern Regional Language Centre of the Central institute of Indian Languages. However care has been taken to cater to the requirements of other second language learners of Kannada also. The material here has been tried out in the classroom several times. On the basis of classroom responses suitable modifications have been incorporated.

The Regional Language Centre's training programme offers a ten-month course for the teaching of Indian language as second language. This period is divided into three stages viz, Basic Course, intermediate Course. Advanced Course. This Intensive Course is meant fer use in the basic Course. The duration of the Basic Course is 14 weeks with about 450 clock hours of instruction. The general objectives of the Basic course are as follows:

1. To perceive and reproduce the sounds and their meaningful sequences.

1. A. To identify the sounds in their meaningful sequence.
1. B. To discriminate the sounds in their meaningful sequence.
1. C. To orally reproduce the sounds in meaningful sequence.
2. To be able to form sentences orally from given patterns and lexical items.
3. To be able to converse with the teacher and with fellow trainees specified topics under controlled situations.
4. To be able to narrate specified events and topics orally.
5. To be able to read simple and graded passages with comprehension.
5. A. To be able recognise the letters of the alphabet in isolation and in sequence.
5. B. To be able to comphrened passages containing simple sentences.
6. To be able to write simple sentences and guided composition on specific topics.
6. A. To be able to write letters, words and simple sentences.
6. B. To be able to write guided compositions on specified topics.
The present book aims at covering the objectives listed under Nos. 2 to 4.

In the preparation of the present book a systematic arrangement of the linguistic and non-linguistic elements by way of selection of vocabulary items and structures, gradation of syntactic structures, and of situations has been followed. The twin principles of "from the known to unknown" and "from simple to complex" have been followed. The lessons are presented predominantly in the conversational form. However, we have also included other forms of expression such as narration and letter.

The book consists of 15 Units. A unit covers a group of related structures, Each unit is divided into several lessons, each lesson focusing on the particular structure. Care has been taken to present each of the structures in a familiar matrix, exploiting the principle of cumulative learning and presentation. Each unitcontains a reiew lesson which provides all the related structures of the unit in a natural environment. Each review lesson is followed by a test paper. The entire book is available also on tape. Instructions for the exercise parts, however, are slightly modified in the tape version.

There are 65 lessons in the book, out of which 50 are basic lessons and 15 are review lessons. The emphasis is on the standard spoken kannada, which is defined as the dialect of Kannada spoken in Bangalor Mysore area used generally by the educated speakers. Differences between modern written kannada and standard spoken Kannada dialect dialect as defined above are generally considered as minimal. The differences between modern written Kannada and the standard spoken Kannada are taken to be minimal, the spelling followed in presenting the spoken word in the printed form is generally the same as the spelling adopted in modern written kannada. However, there are certain forms such as in which the first cited ones are decidedly from the spoken language. But the current trend in the written language is to accept both the forms. Accordingly both the forms are used in the Book.

Each of the basic lessons have five components viz. The body of the lesson drills exercises, vocabulary and grammar notes.

 

Contents

 

  Foreword v
  Editor's Note vii
  Acknowledgement ix
  Abbreviations xix
  Kannada Alphabet xxi
  Combinations of Vowels with consonants xxi
  Unit  
1 1. Self Introduction I 1
  2. Self Introduction II 8
  3. conversation with Servant 20
  4. At Mukta's House 32
  R. L. I. In the Classroom 47
2 5. Ramayana 57
  6. Enquiry 74
  7. Miniature India 91
  8. Enquiry about New Cloth 107
  R. L. 2. Conversation between Friends 127
3 9. child and Mother's Conversation 136
  10. In which class are you? 145
  11. about Naming Ceremony 153
  12. Our Hostel Garden 163
  13. information About College 175
  R. L. 3 At Rajanna's House 185
4 14. About Shamu's Daughter's Marriage 189
  15. Vegetable Market 198
  16. In the Garden 214
  17. Plan to go on a Picnic 223
  R. L. 4 Conversation Between Friends 239
5 18. Friend's Meet 243
  19. Enquiry About Anand's Brother in law 258
  20. Enquiring About a Room in the Hotel 269
  R. L. 5 In the Cloth Shop 284
6 21. Plan to go to a Movie 288
  22. Conversation with Paper Boy 297
  23. Gift for Ravi's Marriage 307
  24. Enquiry about the progress of Kannada Learners 319
  R. L. 6 Enquiry About Places Around Mysore 331
7 25. Visit to the Temple 338
  26. It is not difficult to Learn Kannada 350
  27. About Rajyotsava 361
  R. L. 7 How to go to Shalimar Theatre? 371
8 28 Ganesh Festival 376
  All India Radio Programme 384
  R. L. 8 Onam Festival 396
9 30. At Son- in law's house 401
  31. Preparation to go to Class 410
  32. Conversation with Daughter 420
  33. About Hostel Day 428
  34. About New Rented House 436
  R. L. 9 Enquiring About Bhaskaran's Place 443
10 35. Sunday Programme 449
  36. Conversation Between Friends 462
  37. Mysore 469
  R. L. 10 An Incident 480
11 38. Madhu's Dairy 484
  39. Preparation to go for Convocation 499
  40. Letter to A Colleague 507
  R. L. 11 Enquiry to go to Sight Seeing Places 517
12 41. Conversation over Telephone 523
  42. Kannada Environment Tour 533
  R. L. 12 Self Introduction III 543
13 43. About Halebid and Belur 547
  44. Language Learner's Problems 559
  45. About Manasagangotri 575
  R. L. 13 In the Bus Stand 588
14 46. If Raju Gets Through the Examination 593
  47. Invitation to a Feast 602
  48. I cannot Forget you 611
  R. L. 14 Thanking A Friend 623
15 49. Information About Prof. Srinivasa 628
  50. Preparation To Go To a Fair 650
  R. L. 15 Unification of Karnataka and Alur Venkata Rao 650
  Objective test Paper 656
  Structure Test Paper 672
  Word index 677

Sample Pages




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