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

Language teaching is an ancient profession. India has a long tradition of teaching classical languages following the Gurukula system. The language teaching was not independent of teaching philosophy, logic, grammar and poetics. It addressed itself to a selected group in the society and thus was shaped in methodology and objective by the motivations and purposes of this group.

Language teaching has developed as a sub-discipline within applied linguistics in modern times. All the segments of the society learn languages which may be the mother tongue and/or the second language. The importance of language skills in the educational process, economic activities and cultural assimilation has been recognised. It is a challenge to the linguists to develop models, methods and materials which could meet each and every need of different learners and are suitable to the different learning abilities and aptitudes.

Teaching of Indian languages as a second language to fellow Indians is fast developing as an area demanding immediate attention and work. The Indian languages are taught as a second language under the Three Language Formula in Schools. It is necessary to train teachers to teach the Indian Languages as second language in schools. The Regional Language Centres of second institute cater to this need of man-power development in the area of second language teaching. They offer an intensive course of ten months in a non-native Indian Language to the school teachers. The teaching materials for the courses include conventional as well as audio-visual materials. They were used in the classes for more than a decade and now have been finalized on the basis of experience with various batches of teacher trainess. They are now brought out for wider use. It is hoped that they will be useful for any adult learner of an Indian language.

This book, however, is specifically designed for an Indian adult learner taking into account commonness between Indian languages and share cultural experiences. The course divided into 3 terms has different materials for each term. The first set of materials goes by the name Intensive Course. This Course will be available in 13 major languages of India Viz., Kannada, Tamil, Telugu, Malayalam, Assamese, Bengali, Oriya, Marathi, Gujarati, Sindhi, Punjabi, Urdu and Kashmiri.

The Institute will be happy if these materials contribute to the development of teaching of Indian Languages as second language as a special sub-discipline within language teaching. From the practical point of view, the institute will be happy if these materials help more Indians to become bilingual in other languages of this country.

 

Introduction

The acquisition of one's mother togue (MT) is a natural process and an effort of unconscious mind where as the learning of a second/foreign Language is a deliberate attempt with a definite goal in mind. The main difference between the two processes in that while the knowledge of the MT/first language Grows slowly and gradually with the age automatically. A child acquires the language from the environment he is exposed to. The second/foreign language learning is a process of conscious mind. The learner has a particular aim in his mind, definite objective and the expected goal to achieve. Different types of instructional materials and language teaching methods are required to be employed in different types of language teaching and learning situations.

The present intensive Course is intended as a teaching aid for the adult learners of Punjabi who are deputed to learn it at Northern Regional Language Centre of Central Institute of Indian Languages. The course has been properly designed and presented keeping in view the problems and difficulties encountered by the learners and experience gained by teaching Punjabi as a second language.

The lessons have been properly planned and graded. The teaching items including the grammatical structure are graded on the basis of Principle of easy to difficult, simple to complex and known to unknown.

Objectives

The present Intensive Course emphasizes listening speaking, reading and writing skills. The Punjabi phonetic Reader, the Recall Vocabulary in Punjabi (Semantically Classified) and several other reading and writing materials prepared by the Central Institute of Indian Languages for use in the basic course stage may be use I with profit along with this book.

The present book is intended mainly to be used in the basic course stage of the Punjabi Language training programme in the Centre. The entire training programme has the duration of ten months, I. e. about 1100 Clock hours. This period is divided into three stages, namely, basic course, intermediate course and advanced course. The basic course has about 450 clock hours of instruction with primary emphasis on the spoken language. The present Intensive course is she prescribed instructional material for the above mentioned course aiming all the four major skills of language.

The following are the main and sub objective of the basic course in Punjabi offered at the Northern Regional Language Centres. 1 To perceive and reproduce the sounds and meaningful sequences.

Sub – objectives

a) To identify the sounds in their meaningful sequence. b) To discriminate the sounds in their meaningful sequence 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 on 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 sub-objective:

a) To be able to recognize the letters of the alphabet in isolation and in sequence.

b) To be able to comprehend passages containing simple sentences.

6 To be able to write simple sentences and guided composition on specific topics.

a) To be able to write letters, words and simple sentences.

b) To be able to write guided compositions on specified topics.

It is assumed that the learners have already learnt the Punjabi script before they start this book.

The Central Institute of Indian Languages and the Northern Regional Languages Centre have produced script book, copy book and Panjabi Pustak – I (Sate School Reader, Level I) for this purpose, using the novel method of shape and similarity in letters. It expected that the learners will take 15 to 20 clock hours to learn the Punjabi script. However, the Punjabi alphabet has also been given in this book immediately after the introduction. It is presumed that most of the learners have good back ground in Devanagari script, the transcription of the Punjabi text has also been given in Devanagari in first few lessons to accelerate their reading skill.

After years of experience in the second language teaching the Central Institute of Indian Languages and its Regional Language Centres are convinced that eclectic method of language teaching is the most suitable method for second language teaching.

 

Contents

 

  Foreword  
  Editor's Note v
  Acknowledgement vii
  Introduction xiii
  Punjabi Alphabet xviii
Unit lesson  
I 1. What is this? 1
  2. What are these? 5
II 3. Who is he? 13
  4. Who are they? 18
  5. I am a teacher. 24
  6. This is a class of Punjabi. 29
  7. A Review lesson. 35
III 8. What is your Name? 40
  9. Our House 45
  10. Where is your father? 52
  11. That, the front one, is my house 58
  12. He is my grand father 62
  13. A Review Lesson 66
IV 14. He is a Good child 70
  15. How many chairs are these? 75
  16. Birthday 80
  17. How much it costs? 85
V 18. I was in the hostel 89
  19. Both were here 93
  20. In the hostel 97
  21. A Review Lesson 101
VI 22. In the Class Room 104
  23. Open your books 108
  24. He has fever 114
VII 25. What do you study? 118
  26. I am the eldest 125
  27. I used to learn Punjabi 130
  28. A Review Lesson 133
VIII 29. Where are you going? 137
  30. At the Radio Shop 141
  31. What were you doing? 145
  32. I am reading the first book 150
  33. A Review Lesson 156
IX 34. Where will you go? 160
  35. I will go to the Post office 165
  36. Visit to a friend's house 169
  37. We will not go 173
  38. About a magic show 177
  39. A Review Lesson 182
X 40. I have to go to see a movie 185
  41. We have to go to see a movie 189
  42. I had to go 194
XI 43. May we write 198
  44. Ask him to come here before noon 204
  45. About a visit to Anandpur 209
XII 46. Visit to a friend's house 215
  47. About Kashmir 220
  48. How many amongst you are Assamese 223
X 49. About a Sari 227
  50. How many days it takes from here to your village? 231
  51. In a hotel 235
  52. A Mango grove 241
  53. A Review Lesson 245
III 54. You should work hard 249
  55. In the canteen 254
  56. At the fruit and vegetable shop 259
  57. In the tea shop 263
  58. A Review Lesson 268
XIV 59. When did you come? 271
  60. A Review Lesson? 277
XV 61. About a doctor's clinic 281
  62. I had gone to see a doctor 286
  63. About rain 289
  64. A talk with a friend 292
  65. Enquiring about Railway station 296
  66. About watches 299
  67. A Review Lesson 305
XVI 68. Darbar Sahib 309
  69. About a house 313
XVII 70. Buying a Sweater 319
XVIII 71. A Conversation between friends 323
  72. Orange Vendor 328
XIX 73. Mr. Sinha 331
  74. Do you like this? 336
XX 75. What are you reading while eating? 340
  76. Invitation for Dinner 344
  77. I have been here since last eight months 349
  78. A Review Lesson 355
XXI 79. Talk about study 358
  80. I have to walk 362
  81. In the market 367
  82. At the Bus Stand 371
XXII 83. Why are you reading a book while eating 375
  84. I am preparing the broken chair 378
  85. A Review Lesson 382
XXIII 86. Visit to a friend 385
  87. Coffee or Tea 490
  88. How big is this bag? 396
  89. A Review lesson 402
XXIV 90. How many novels you would have read? 406
  Word Index 410

Sample Pages

















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

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Item Code:
NAK110
Cover:
Hardcover
Edition:
1985
Language:
Punjabi Text With English Translation
Size:
10.0 inch x 6.5 inch
Pages:
448
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Weight of the Book: 673 gms
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$30.00
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Foreword

Language teaching is an ancient profession. India has a long tradition of teaching classical languages following the Gurukula system. The language teaching was not independent of teaching philosophy, logic, grammar and poetics. It addressed itself to a selected group in the society and thus was shaped in methodology and objective by the motivations and purposes of this group.

Language teaching has developed as a sub-discipline within applied linguistics in modern times. All the segments of the society learn languages which may be the mother tongue and/or the second language. The importance of language skills in the educational process, economic activities and cultural assimilation has been recognised. It is a challenge to the linguists to develop models, methods and materials which could meet each and every need of different learners and are suitable to the different learning abilities and aptitudes.

Teaching of Indian languages as a second language to fellow Indians is fast developing as an area demanding immediate attention and work. The Indian languages are taught as a second language under the Three Language Formula in Schools. It is necessary to train teachers to teach the Indian Languages as second language in schools. The Regional Language Centres of second institute cater to this need of man-power development in the area of second language teaching. They offer an intensive course of ten months in a non-native Indian Language to the school teachers. The teaching materials for the courses include conventional as well as audio-visual materials. They were used in the classes for more than a decade and now have been finalized on the basis of experience with various batches of teacher trainess. They are now brought out for wider use. It is hoped that they will be useful for any adult learner of an Indian language.

This book, however, is specifically designed for an Indian adult learner taking into account commonness between Indian languages and share cultural experiences. The course divided into 3 terms has different materials for each term. The first set of materials goes by the name Intensive Course. This Course will be available in 13 major languages of India Viz., Kannada, Tamil, Telugu, Malayalam, Assamese, Bengali, Oriya, Marathi, Gujarati, Sindhi, Punjabi, Urdu and Kashmiri.

The Institute will be happy if these materials contribute to the development of teaching of Indian Languages as second language as a special sub-discipline within language teaching. From the practical point of view, the institute will be happy if these materials help more Indians to become bilingual in other languages of this country.

 

Introduction

The acquisition of one's mother togue (MT) is a natural process and an effort of unconscious mind where as the learning of a second/foreign Language is a deliberate attempt with a definite goal in mind. The main difference between the two processes in that while the knowledge of the MT/first language Grows slowly and gradually with the age automatically. A child acquires the language from the environment he is exposed to. The second/foreign language learning is a process of conscious mind. The learner has a particular aim in his mind, definite objective and the expected goal to achieve. Different types of instructional materials and language teaching methods are required to be employed in different types of language teaching and learning situations.

The present intensive Course is intended as a teaching aid for the adult learners of Punjabi who are deputed to learn it at Northern Regional Language Centre of Central Institute of Indian Languages. The course has been properly designed and presented keeping in view the problems and difficulties encountered by the learners and experience gained by teaching Punjabi as a second language.

The lessons have been properly planned and graded. The teaching items including the grammatical structure are graded on the basis of Principle of easy to difficult, simple to complex and known to unknown.

Objectives

The present Intensive Course emphasizes listening speaking, reading and writing skills. The Punjabi phonetic Reader, the Recall Vocabulary in Punjabi (Semantically Classified) and several other reading and writing materials prepared by the Central Institute of Indian Languages for use in the basic course stage may be use I with profit along with this book.

The present book is intended mainly to be used in the basic course stage of the Punjabi Language training programme in the Centre. The entire training programme has the duration of ten months, I. e. about 1100 Clock hours. This period is divided into three stages, namely, basic course, intermediate course and advanced course. The basic course has about 450 clock hours of instruction with primary emphasis on the spoken language. The present Intensive course is she prescribed instructional material for the above mentioned course aiming all the four major skills of language.

The following are the main and sub objective of the basic course in Punjabi offered at the Northern Regional Language Centres. 1 To perceive and reproduce the sounds and meaningful sequences.

Sub – objectives

a) To identify the sounds in their meaningful sequence. b) To discriminate the sounds in their meaningful sequence 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 on 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 sub-objective:

a) To be able to recognize the letters of the alphabet in isolation and in sequence.

b) To be able to comprehend passages containing simple sentences.

6 To be able to write simple sentences and guided composition on specific topics.

a) To be able to write letters, words and simple sentences.

b) To be able to write guided compositions on specified topics.

It is assumed that the learners have already learnt the Punjabi script before they start this book.

The Central Institute of Indian Languages and the Northern Regional Languages Centre have produced script book, copy book and Panjabi Pustak – I (Sate School Reader, Level I) for this purpose, using the novel method of shape and similarity in letters. It expected that the learners will take 15 to 20 clock hours to learn the Punjabi script. However, the Punjabi alphabet has also been given in this book immediately after the introduction. It is presumed that most of the learners have good back ground in Devanagari script, the transcription of the Punjabi text has also been given in Devanagari in first few lessons to accelerate their reading skill.

After years of experience in the second language teaching the Central Institute of Indian Languages and its Regional Language Centres are convinced that eclectic method of language teaching is the most suitable method for second language teaching.

 

Contents

 

  Foreword  
  Editor's Note v
  Acknowledgement vii
  Introduction xiii
  Punjabi Alphabet xviii
Unit lesson  
I 1. What is this? 1
  2. What are these? 5
II 3. Who is he? 13
  4. Who are they? 18
  5. I am a teacher. 24
  6. This is a class of Punjabi. 29
  7. A Review lesson. 35
III 8. What is your Name? 40
  9. Our House 45
  10. Where is your father? 52
  11. That, the front one, is my house 58
  12. He is my grand father 62
  13. A Review Lesson 66
IV 14. He is a Good child 70
  15. How many chairs are these? 75
  16. Birthday 80
  17. How much it costs? 85
V 18. I was in the hostel 89
  19. Both were here 93
  20. In the hostel 97
  21. A Review Lesson 101
VI 22. In the Class Room 104
  23. Open your books 108
  24. He has fever 114
VII 25. What do you study? 118
  26. I am the eldest 125
  27. I used to learn Punjabi 130
  28. A Review Lesson 133
VIII 29. Where are you going? 137
  30. At the Radio Shop 141
  31. What were you doing? 145
  32. I am reading the first book 150
  33. A Review Lesson 156
IX 34. Where will you go? 160
  35. I will go to the Post office 165
  36. Visit to a friend's house 169
  37. We will not go 173
  38. About a magic show 177
  39. A Review Lesson 182
X 40. I have to go to see a movie 185
  41. We have to go to see a movie 189
  42. I had to go 194
XI 43. May we write 198
  44. Ask him to come here before noon 204
  45. About a visit to Anandpur 209
XII 46. Visit to a friend's house 215
  47. About Kashmir 220
  48. How many amongst you are Assamese 223
X 49. About a Sari 227
  50. How many days it takes from here to your village? 231
  51. In a hotel 235
  52. A Mango grove 241
  53. A Review Lesson 245
III 54. You should work hard 249
  55. In the canteen 254
  56. At the fruit and vegetable shop 259
  57. In the tea shop 263
  58. A Review Lesson 268
XIV 59. When did you come? 271
  60. A Review Lesson? 277
XV 61. About a doctor's clinic 281
  62. I had gone to see a doctor 286
  63. About rain 289
  64. A talk with a friend 292
  65. Enquiring about Railway station 296
  66. About watches 299
  67. A Review Lesson 305
XVI 68. Darbar Sahib 309
  69. About a house 313
XVII 70. Buying a Sweater 319
XVIII 71. A Conversation between friends 323
  72. Orange Vendor 328
XIX 73. Mr. Sinha 331
  74. Do you like this? 336
XX 75. What are you reading while eating? 340
  76. Invitation for Dinner 344
  77. I have been here since last eight months 349
  78. A Review Lesson 355
XXI 79. Talk about study 358
  80. I have to walk 362
  81. In the market 367
  82. At the Bus Stand 371
XXII 83. Why are you reading a book while eating 375
  84. I am preparing the broken chair 378
  85. A Review Lesson 382
XXIII 86. Visit to a friend 385
  87. Coffee or Tea 490
  88. How big is this bag? 396
  89. A Review lesson 402
XXIV 90. How many novels you would have read? 406
  Word Index 410

Sample Pages

















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