An Intensive Course in Tamil _ Dialogues, Drills, Exercises, Vocabulary, Grammar, And Word...

7/21/2019 An Intensive Course in Tamil _ Dialogues, Drills, Exercises, Vocabulary, Grammar, And Word Index-Central Institute

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A N INTENSIVE COURSEIN TAMIL


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CIIL INTENSIVE COURSEP IESZ

G E N E R A L E p i T O I ^M . S. THI RUJ Mi ^LA I

)


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A N INTENSIVE C O U R S EIN T A M I L

Dialogues, Drills, ExercisesVocabulary, Grammar andWord Index

S. R A J A R A M

C E N T R A L INSTITUTE O F IN DIAN L A N G U A G E SMYSORE-570006 INDIA


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First Published in July 1979Guru Poornima AshadhaSuddha4901by D. P. Pattanayak, DirectorCentral Instituteof Indian LanguagesPrinted at CentralInstitute of IndianLanguages Preiss, Mysore

^ CentralInstituteof Indian Languages

Price Rs. 74No part ofthisbook may be reproduced

'in any formwithoutpermission from thepublisher.


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Contents

F O R E W O R D .. . yEDITOR'S N O T E .. . viiA C K N O W L E D G E M E N T .. viiiI N T R O D U C T I O N . . . ixR E F E R E N C E S .. . xxA B B R E V I A T I O N S . . . xxiT A M I L A L P H A B E T . . . xxii

UNIT L E S S O N1 1 I am a Tamil teacher 1

2 He is a Malayalamstudent ... 143 Is Tamil your mother tongue? . . . 244 Is H M T agood watch? .. . 385 A t the hostel .. . 486 In the classroom ... 627 Jawaharlal Nehru .. . 728 Whose umbrella is this?. 839 In the hostel room ... 9310 Ofwhat nature is Radha ? ... 102

11 What is the number ofthishouse? ... 11712 Shopping .. . 125

2 13 What are you? ... 13214 With an officer ... 14315 India 15116 Dresses ... 15817 How is Thanjavur ? ~ . .. 16518 How is the weather in Mysore now ? .. . 175

3 19 Renting a hotel room ... 18320 About the hotel , . . . 19221 Buying fruits . .. 19922 At the dinning hall . .. 20623 Do you know Tamil ? . . . 214


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a I Contents4 24 yisiting a friend'shouse 221

25 Buying a bus ticket 23026 Boarding the bus 239

5 27 Going to the market 24628 Preparationto go to Kanyakumarl 25729 Receiving a friend 26630 Sending off a friend 275

6 31 Writinghomeassignments 28232 At the tiffin hall 29133 Buying asaree 298

7 34 Receiving a telegram 30435 Departingfrom thehouse 31136 In the kitchen 319

8 37 Wheredid you study ? 32538 Whendid you join the job ? 33239 Will you pleasegive thisbook to him ? 342

9 40 Guiding to the Central InstituteofIndian Languages 351

41 With the peon ' ... 35910 42 Asking for recommendation . . . 366

43 Why do you worry so much forthis? .. . 37311 44 Don't write the homework with

ball point pen 37845 Whatdo we do with legs? .. . '38546 Meeting a friend for recommendation . . . 39247 Madurai 399

12 48 Consultinga doctor ... 40949 With the servant boy . . . 41650 Instructing a cook 424

13 51 Weteach Tamil ... 43152 Morning duties 43814 53 Are all the examinations over? 444


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15 55 Iwant to learn Tamil56 Inviting a friend57 Borrowing money from a friend58 Expecting aguestto arrive59 Do you knowreading Marathiwell?60 What should I do in the morning ?

16 61 With the station master62 About a film63 About an actor64 Opening an account in the bank65 About a musician66 Over the telephone67 About the smugglers

17 68 Asking way to Kanyakumari69 Meeting a friendafter sometime-70 About the preparation for examination71 About the examination72 Consulting a teacher73 The Moon

18 74 About the Garden75 About the crops76 Preparation to go to adoctor77 Advice to the patient

19 78 Going to the Railway station79 Hiring a taxi80 Appointing aservant maid81 The Mysore zoo

20 82 The crow and the fox83 About a public meeting84 Going to Madras

21 85 Going on a pilgrimage86 At the post office87 With the porter

22 88 Arranging a trip to Azhaharkoil89 Going for a picnic90 Intimationabout afriend'sarrival


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iv IContents

23 91 Ramayana92 Visiting Thiruparankundram93 Asking for a job

24 94 Holidayreading95 Aboutlearning another language

Tamil newspapers and magazinesWith the vegetable sellerAn accidentThe snakeWiththe dhobyWORD INDEX

25 96979899

100


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Foreword

The Central Institute of Indian Languages was set up on the17th July, 1969 with a view to assisting and co-ordinating thedevelopment of Indian languages. The Institute .was charged withthe responsibility of serving as a nucleus to bring together all theresearch and literary out-put from the various linguistic streams toa common head and narrowing the gap between basic research anddevelopmental research in the fields of languages and linguistics inIndia.

The Institute and its five Regional Language Centres are thusengaged in research,and teiaching, which lead to the publication ofa wide-ranging variety of materials. Preparation of materialsdesigned for teaching/learning at different levelsand suited to specificneeds is one,of the major areas of interest of the Institute. Basicresearch relating to the acquisition of language and study of languagein its manifold psycho-social relations constitute another broadrangeofits interest. The publicationswill include materials produced bythe members of the staff of theCentralInstitute of Indian Languagesand its Regional Language Centres and associated scholars fromUniversities and Institutions, both Indian and foreign.

The Central Institute of Indian languages has initiated aBasicCourse Series in major Indian languages to provide suitableandcomprehensive material for learning and teaching the languagecpncerned for Indians. In a language teaching situation, the teacheris expected to combine the roles of a psycho-linguist, socio-linguist,linguist, language pedagogue, a creator of materials, a literary criticand a testing and evaluation expert. Most of his competences arenaturallyreflected in the materials, which simultaneously are gradedfrom simple to complex, known to the unknown and contrived to thenatural. This is a very difficult task. After research and experimentation we have come out with more questions than answers ateachstageof the material. For example, how basic is basic? What isgrading? In what way can linguistic andcultural matter be graded?Is question, with which most learning, begins, simpler thanstatement ? How does one move from a purely language basedcompetence to.creating literary sensibilities? How doesone buildinto the material conceptual prose?How arelessonsto be presented ?Should the translated discourse structure be made to look similarto the original discourse structure ? Questions such as thesehave been answered differently by different teachers and researchers.


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vii AnIntensive Course in TamilThissearch is a continuing phenomenon. Therefore,thesematerialsrepresent our unfinished education in this area.

The format for the basic course is the result of a consensusarrived at by the lecturers and Principals of the five RegionalCentres of the Institute engaged in the teaching of major Indianlanguages. Thisis the product of almost eight years of teaching andresearch. This format is flexible and has left much scope forindividual authors to innovate. Ifthesecourses help the desirous tolearnand stimulate those interested in applied linguistics, withspecial reference to the teaching of Indian languages as second/foreign languages, then the Institute would feel rewarded.

1 congratulate the teachers, the trainees, the supervisors andthe press and publication people who have brought out the publicationin a creditable manner.

(DEBIPRASANNAPATTANAYAK)DlKtor


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Editor's Note

The IntensiveCourse Series aims at imparting mainly aproficiency in the listening and speaking skills of the languagelearnt. The learning materials are presented in the script of thelanguage throughout; in the beginning several lessonsare presentedin Devanagari as aprop. The books under thisseriesdo not providethe learners with an introduction to the script of the language.However, the traditional alphabetic chart of the concernedlanguage is given at the beginning of the book. In addition, thelearners are expected to paster the script of the language beforethey actually use the lessonsof the Intensive Course, For this theyare advised to use Script Books and CopyBookspublished by theCentral Institute of Indian Languages in its CIIL-KVS Series. ForTamil, they can also use another publication of the Central Instituteof Indian Languages,^ viz., An Introductionto Tamil Script:Reading and Writing.

Language teaching, in some sense, is an artificial activity.It requires breaking the global language into, at times evenarbitrary, units. The books in this seriesare no exception to thisinevitable consequence of the model followed. This was, however,borne in mind all through to keep the artificial element undercontrol.

Each Language learning manual in the IntensiveCourseSeriescovers the "basic" structures of that language uped for certainidentified topics of common interest. Lessons are generally presentedin the form of conversations. These lessons are grouped undervariousunits.

The variables for the choice of dialebt through which thematerials are presented, the methods for the administration ofexercisesand drills in the class, and other tips for both the,teacherandthe learner would be found in the introduction to eyery book inthe series. It should be emphasized here that the Intensive CourseSeriesis an integral part of the scheme of language teaching of theRegional Language Centres of the Central Institute of IndianLanguages. Books in the Intermediate Course Series and theAdvanced Course Series are an extension of the books publishedunder theIntensive CourseSeries.

M . S. T H I R U M A L A I


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Acknowledgement

An IntensiveCourse inTamil is intended for teaching Tamilas a second/foreign language.

Iwould especially like toexpressmyindebtednessto Dr. D. P.Pattanayak for hisconstantencouragement and valuable suggestions.I am indebted to Dr. M . S.Thirumalai who has taken the pain ofreading the manuscript in an early and overinflated form and mademany helpfulsuggestions and finally edited.

I am thankful to Dr. E . Annamalai and Dr. K. V . V . L . Nara-simha Rao, Principal, Southern Regional Language Centre withwhom Idiscussedmany aspects of this book. I am also thankfulto my colleaguesDr. V . Gnanasundaram, Mrs. B. Syamalakumari,Mrs. - M . N . Leelavathi, Dr. G . Subbiah, Dr. R. Panneerselvam,Dr. K . Rangan, M r. N . NadarajaPillai and Dr. G . Sankaranara-yanan for many stimulating discussions and their criticisms of myearlier part of this work and to M r . N . H . Itagi who designed thecover.

Of the many people who have helped me determine thecontent and organisation of this book, I would particularly like tothank several batches of students of Tamil at Southern RegionalLanguage Centre who have had this materialtested on them andwhohave beenresponsible for many modifications.

Finally, I should like toexpress my thanks and appreciationto Mrs. Grace for expert typing, the Manager and the staff of theCentralInstituteof Indian Languages Press and Sri H . L .N . Bharathiforthe neatexecutionof printing..

S. R .


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Introduction

Languagelearning is a cornplex activity. Itssuccessiislargelydetermined by the method, medium, material and the motivationof the learner. The highly organisedcurriculum and planning showthe way to achieve the educational goal witheaseand rapidity.

The present Intensive Course emphasizes listening and speaking skills. The Phonetic Reader, the Script Book, the Recall.Vocabulary (semantically classified), the Hindi-Tamil CommonVocabularyand several other reading and writing materials envisaged by the Central Institute of Indian Languages for use in thebasic coursestageof its Regional Languages TrainingProgramme,maybe used with profit along with this book.

The present book is intended mainly to be used in the basiccourse stage of the Tamil language training programme "of theCentral Institute of Indian Languages. The entire training programme has the duration of 10 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 about450 clock hours-of instruction with primary emphasis on the spokenlanguage. The present Intensive Course is the prescribed instructional material for the above mentioned course aiming at listeningandspeaking skills in the basic level. , This bookcanbe very profitably used as a textbook also for any generalised second language-Tamil course.

There are atleast three principles which characterize anIntensive Course. They are (i) complete concentration on onepurpose (ii) high degree of curriculum organisation and planningand (iii) the separation of the functions of teaching and drilling.

Thefirst principle entails that (a) the learner concentrates onthe learning task ; (b) the teacher and the material producer presentthe learning material in a systematic and consistent manner, takingone step at a time and concentrating wherever possible on onestructureat a time. .

Thesecond principle advocates high organisation and meticulous planning.. As the allocated time is precious and valuable thecareful planning of what is required by the student is indispensable.The selection and, gradation of the linguistic patterns and thepresentation will certainly, facilitate the learher to acquire the


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XI AnIntensive CourseinTamillanguage rapidly. Therefore, a high degree of organisation andplanning is one of the basic pre-requtsites of an intensive languagetraining course. The present book will cover 300 hours of intensiveinstruction following asequenceof four basicsteps,namely, presentation, explanation, repetition and transfer in the basic coursestage.The rest of the instructional hours will be devoted for suchitemsasscript teaching, practice in the language laboratory, reading etc.232 teachable linguistic patterns are carefully graded considering thevarious factors like siinple to complex, known to unknown, relevanceofcontent to the user etc.

Withregard to the thirdprinciple,there is a strong belief that"the teacher who introduces patterns alone can do the better functionofdrilling. But some scholars like Orrin Frink(1968) feel that itis inadvisable to have the sameteacher for both the functions. He ,holds the opinion that to insure the optimum fulfilment of teachingand drilling there should be a separation of responsibilities taken bythe teacher who introduces the patterns on the one hand and thedrillinstructor on the other. Although this principle has no direct relevance to the preparation of instructional material as such, the teachable patterns are covered in the body of the leeson and the drillsandexercisesare presented separately after the body of the lesson.

Several linguists, both Indian and foreign have publishedmaterials for teaching and learningTamil as a second,,or a foreignlanguage.. Special reference may be made to the works ofShanmugam Pillai (1965 ;1968),Jothimuthu(1965), KumaraswamiRaja and Doraswami(1966) SchiflFman(1971) Asher and Radha-krishnan (1971) Samraj(1972), Subramoniam and Veeraswamy(1973) Pattanayak etal(1974)and P. Kothandaraman (1975).

The present work takesinto account the merits of the abovebut differs from them in severalwaysin terms of selection, gradationand presentation. Firstly, in the preparation of instructionalmaterials the 'methodics' in which the linguisticitemsand the pedagogical implications should be combined and properly blended. Inother words, there should be a proper co-ordination between thelist of linguistic items and the most appropriate sequences forpracticalteaching should be pursued.

Secondly, as language is a social activity, utterances learnedand produced should be 'acceptable' and 'appropriate' to the be


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Introduction / xinot been adequately considered. A s a result of this, the foreignlanguage learnt is not functional for communicativepurposes. It also leads the learners to utter sentences lacking'authenticity'. Pattern practice and dialogues alone will notbe sufficient tomeetthe needs of the learner in communication."Activitiessuch as pattern practice, dialogues, question-answers arepretend' language learning activities" (Jakobovits : 1972). Thisdoesnot mean that these 'pretend' activities would not have anyimpact on the process of language learning. The question is howfar theseconversational transactions are 'real' and 'authentic'. Itis obvious that classroom cannot be areal conversational setting forall purposes. Hence, it is quite imperative on the part of thematerialproducers to provide the learners with conversational rulesorthe communicative rules of the speech communitywhoselanguage is being learnt. The present book tries to overcome this problembyprovidingthe learners with many different typesof conversationsin natural setting and also by giving varieddrills. Thenotesat theend of the lessonsprovide certain conversational rules. '

Thefollowing are the main and the sub-objectives of the basiccourse offered at the Regional Language Centres of the CentralInstitute of Indian Languages :

1 To perceive and reproduce the sounds and their meaningfulsequences.Sub-objectives :a To identify the sounds in their meaningful sequence,b To discriniinate the sounds in their meaningfulsequence.c To orally reproduce the sounds in meaningful sequence.

2 To be able to form sentences orally from given patternsand lexical items.

3 To be able to converse with the teacher and with fellowtrainees on specified topics under controlled situations.

4 To be able to narrate specified eventsand topics orally.5 To be able to read simple and graded passages with

comprehension.Sub-objectives :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.


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xii I AnIntensive Course in Tamil6 Tube able to write simple sentences and giiided composi-- tions on specilic topics.

Sub-objectives :a To be able to write letters, words and simple sentences,b To be able to write guided compositions 6n specified

topics.Of the above objectives, the present Intensive Course is based

on the objectives 2 to 4.With regard to the teaching method to be adopted, the

Central Institute of Indian Languages is highly convinced by theoryand experience that no single method can explain and guide secondlanguage learning as a. developmental process. The complexity oflanguage teaching can be met only with flexible and many sidedprocedures and techniques. Therefore, an integration of manyprocedures into a method is highly appreciated. In this way, ourapproach is "eclectic" which is open to all valuablesuggestionsfromdilferent methods.

The language variety used in this Intensive Course may bedescribed as the Standard Colloquial Tamil which is generallyconsidered as the spoken language of the educated non-Brahmins.

Unlike other instructional materials the present book adoptstheTamil script for the presentation of thelessonsfrom the beginningto end. InTamil, it is not uncommon to Write the .spoken forms inTamil script when the creative writers wiant to bringin reality.But, the second language teaching materials follow a convention ofusing Roman script from the beginning to end. Although theTamjl script, like any other script, is inadequate to'bring outthe natural pronunciation, using this script in a composite courselike the one visualised here will enable the learners to read thewritten materials fluently at the later stage. Our experienceshowsthat the mastery of script can be achieved within ten clockhours. Hence, the teacher is expected to ask the studentsto startreading the text in the script of the language concerned. Thetranscription heredoesnot account for all the nuances ol the spokenrythm. For example, the phenomenon of nasalisation which isconimon to all the dialects'of Tamil is not represented. Variouswritersuse different devices to represent this phenomenon. But in


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IntroductionI xiiithe.text. For example, thevowelsfollowed by the nasals eir andlitare nasalized. That is, eil^^nrsor 'came-he' should be read asvandaa andeuQi ih 'come-we' should be read as varoo. TheEnglishborrowed words are exceptions to this rule. Similarly, thepronunciation rules have to be given by the teacher wherevernecessary.

The Tamil alphabet doesnot provide symbols for the voicedstopsin the wordinitialposition in borrowed words and in the wordmedial position after the homoorganic nasals. Similarly, nosymbols are provided for the fricative sounds that occur in theintervocal position. Accordingly certain reading and speakingconventions must be explicitly stated and explained to the class.Allophonicvariations of the stopphonemes are given below":

A / : [k] :


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xiv I AnIntensive Course in Tamilbe given that the letter a_ should be pronounced as [u] in the initialsyllable of a word and as [t] elsewhere.

[u] : (iptij./u/ a_ [t] s r p t b q ,6TLL(5

The texts of the first tenlessonsare given in transcription inDevanagari also. This will enable the learner to read the basicpatterns in the firstclass itself. As the learner acquires mastery overthe Tamil script he is expected to switch over from Devanagari tothe Tamil script. The Devanagari is used here as a crutch to learnthe pronunciation.

This Intensive Course consists of 25 Units which arefurther divided into 300 lessons. Each unit consistsof two or~ morelessons. A unit is designed in such a way that it will cover a groupofrelated grammatical patterns of a major grammatical structure.This is further divided into several teachable patterns. Each lessonwill cover atleast one of the structural patterns of the majorgrammatical structure focussed in the unit. In other words, whileeach lessonfocusseson a strutcural pattern, the unit focusses on agroup of related structural patterns that form asinglemajor grammatical structure. Each lesson is to be used in the classroom forthree clock hours.

Each lesson, in turn, has six components, namely, dialogue,drills,exercises,vocabulary, grammar and notes in order. Eaclidialogue presentsa meaningful situation with the introduction oftwo or three teachable patterns. As the number oflessonsincreasesthe patterns are reinforced in the subsequentlessons. However, theother following components such as drills, exercises,grammar etc.,focusmore on thosespecific new patterns that are introduced in eachlesson. They are confined only to the new teachable patterns of aparticular lesson. However, the teacher may also use the previouspatterns for drilling as and when theyare found necessary.

Each sentence in a dialogue is given immediate Englishtranslation. But the translation does not maintain one-to-onecorrespondence with the structural elementsof the Tamilsentence.The free English translation is provided togive general comprehension of the given sentence in particular and the dialogue in general.

Thedrills are designed to train the learner to speak through amastery of the basic structural patterns of the language. The drills


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Introduction/ jcvanswer drill, substitution drill, transformationdrilland integrationdrill. Each drill is administered tobring out automatic accuracyarid speed of performance. In the present Intensive Course thedrillsare carefully graded. Every drillstarts from a single sentenceas an example of a particular pattern.

The drills are immediately foUoyved by different kinds ofexercises. As it is mentioned earlier, in adrill the learner's attentionis concentrated on giving a grammatically correct response whereasin anexercisethe learner has to find an appropriate answer. Thisis aselected learning activity that is guided by clear and adequateinstructions. The exercises, in this Intensive Course, are carefullyorganised to develop the learner's repertoire of performancestrategies.Since eachexercisepresupposes a certain amount of knowledge oflinguistic rules, theexercisesimmediately follow the structural drillswhere the linguistic rules are practised and consolidated. Eachlessonhas a number ofexercisesthat are intimately connected withthe structure introduced.

The vocabulary items of each lesson are listed separatelyaccordingto the order of occurrence in the dialogue. This includesonly the itemsthat occur for the first time. The English equivalentis given against each item. Thismeaning is confined to the contextof reference in the dialogue. That is, theshadesof meaning andother relevant information of the use of an item are not givenin the present Intensive Course. However, the teacher has theliberty of bringing the varioususes of a vocabulary item whereverfelt necessary.

With regard to the selection of the vocabularyitemsand theirmeanings a reference may be made to the Recall Vocabulary(Semantically classified) and the HindiTamil Common Vocabularypublished by the CentralInstituteof Indian Languages. The abovematerials weire the major source for selection. Similarity anddifference betweenthe learner's language and the target languagemay likely to result ineaseor difficulty in acquiring the vocabulary.The vocabulary items that ar-e similar in form and.in meaning,similar in form but different. iij.:meaningj.similar, in meaningbut different in form and different -in form and in meaningare carefully included taking mto-account different Indianlahguages. Therefore, the teacher,may; make use of the above saidmaterials as extension to this IntensiveCourse in teaching vocabulary. ,

\


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xvi I AnIntensive Course in TamilThe grammatical explanations given in the present book are

functional in their nature. They are intended to cater to theneedsofa teacher to teach a leisson successfully and help the studentsinunderstanding the structures. For the sake of convenience, eachpattern listed under variation drill is explained in detail and eachexplanation is referred to by the number of the unit and the lesson.Incase,the grammatical explanation of a particular structure isspreadover more than one lessonthe student is guided to refer backfor continuity.

Each grammatical note is followed by sandhi. The sandhirules are given in descriptive terms and the examples are listedimmediately. Every sandhi rule is reinforced in the subsequentlessons by giving examples without the rule proper. However, thenumbers of the sandhi rule ,the unit and the lesson in which thesandhirule occurred for the first time are indicated within brackets.

Each lesson endswith a cultural note, if any.This IntensiveCourse has a word index as an appendix. The

words are listed alphabetically and each word is given with itscorresponding equivalent from the written language because thedifference between the spoken and the written varieties ofTamil language is wide. This would be helpful for the learner tounderstand the difference in pronunciation andease the switch overfrom spoken to written without much difficulty. The unit and theessonnumbers arealsogiven against each word to enable the learnerto refer to its use in acontext.

The following instructions will be found useful by the teacher. 1 The teacher should always bear in mind that a good

method is comprehensive and eclectic. The valuablesuggestions from different methods may be used wheneverthe situation demands.

2 Acquisition of good pronunciation forms an important partof language learning. The teacher should make the learnerto acquire the capacity to recognize the various speechsounds and produce them in isolation as well as insequences.The phonetic drills in the Tamil Phonetic Reader may beused foreffectivepronunciationdrill. The meaning of the


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Introduction /xvii3 The articulatory description of a problem sound is a power

ful prop. Facialdiagrams can alsobe used. The contrasting pairs consisting of the problem sounds should beadministered fordrills.

4 The script should be taught simultaneously with patterns.To get a mastery over the orthography the teacher shoulddevelop automatic association between written forms andspeechsounds. Devanagari script may be used for readinguntil the learners master the Tamil script.

5 It is assumed that there will be a concurrent script teachingclassoh everyday of instruction. Hence the teachers mayillustrate the letters introduced in the script classwithwords and phrases taken from the structures introduced.

6 The dialogues in this course are highly situation centered.Before presenting the dialogue the teacher should preparethestudentsfor understanding the patterns to be introduced.This can be done with the revision of the earlier lessons.As the dialogues are mostly related to each other thisground work can be done easily and successfully.

7 In introducing the pattern the teacher should pronounceeach sentence first, followed by a choral and individualrepetition of the same.

8 The teacher may bring many more contexts to teach thestructures involved. Thus, a communicative operation ofthe language in use may be brought to the classroom.

9 Discourage the students from the habit of over-relyingon translation for comprehension. Make the studentstothink in the foreign language as early as possible. In theclassroom make a minimum use of a language other thanthe language being taught.

10 Whennew words are introduced special attention should bepaid by the teacher to their correct pronunciation beforethey are used in the patterns.

11 A brief explanation,on the similarities and differences ofthe patterns introduced in the lesson with reference to thelearner's mother tongue may be given by the teacherprovided he has a complete mastery over the learner'smother tongue.


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xviiiI AnIntensiveCourse in Tamil12 In administering drills the teacher should not slow down

from his natural speed.13 The intonation pattern of each sentenceas found in con

versation should be maintained when it is given iii isolationfor drilling.

14 The teacher should riot mimic the learner's mispronunciation.

15 Many of the exercises may be administered orally also.The teacher should always remember that the exercisesshould be used for written task only after the oraladministration is over.

16 The grammar teaching is necessary to impart a knowledgeof the basic structural principles. The learner must bedescribed the structure nontechnically as far as possible.

17 In teaching grammar, the learner must be taught theterminology which will act as a convenient system ofreference for the explanation. Being an adult and alreadyeducated, the learner may not have much difficulty inlearning certain technical terms and understanding themetalanguage.

18 The learner need not be compelled to memorize thegrammatical rules. He learns himself many things byanalogy and analysis. Moreover, the drills andexercisesare organised in such a way as to impose a particulargrammaticalrule indirectly.

19 The internal and external sandhi should be explained adequately. This may be represented in the form of rules asthe learner is likely to be familiar with sandhi rules of hismother tongue.

20 The teacher should supply the learners with additionalcultural noteswherever found necessary.

21 Testing is an essential ingredient in any teaching situation.The teacher should undertake the preparation of skillwisetests. The testing techniques such as translation, dictationcomposition, multiple choice items, short answer items etc.,should be used,in the classroom. Careful analysis on thepart of the teacher is highly expected in preparing and


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Introduction/ xix22 The teacher should use audio-visual aids wherever feasible.

These have to be prepared by the teacher following thematerials to be presented in the class. These may includepicture cards, wall pictures, flannel board and cut outs,puppets, film strips, tapes, records, films, television andso on.

23 Each lesson is potential enough for the teacher to preparesupplementary materials. Therefore, he may prepare thesameas and when necessary taking into consideration of thetime factor.

Many more instructions are commonly found in the books onlanguage teaching methods. The teacher is expected to get acquainted with them for eflfective and systematic teaphing.


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References

A S H E R , R . E .and R A D H A K R I S H N A N . R . (1971) ATamilProseReader.London : Cambridge University Press,

F R I N K , O R R I N . (1968)Intensive Language Training in TheStudyofForeign Languages. New York : Philosophical Library Inc.

J A K O B O V I T S , L E O N A , (1972) Introduction (Authenticity in FL Teaching) in Savignon, Sandra J .CommunicativeCompetence: AnExperimentin Foreign Language Teaching. Philadelphia, Pa :T h e Center for Curriculum Development Inc.

J O T H I M U T H U , P. (1965) A Guide to Tamil. Madras : ChristianLiteratureSociety.

K O T H A N D A R A M A N P.(1975) A Coursein Modern Standard Tamil.Madras : International InstituteofTamil Studies.KuMARASWAMY R A J A , N . and D O R A S W A M Y , K . (1966) Cornersa-.tionalTamil. Annamal&inagar : Annamalai University.

P A T T A N A Y A K , D. P.. T H I R U M A L A I , M . S. and R A N G A N , K . (1974)AdvancedTamil Reader,PartL Mysore : CentralInstitute ofIndian Languages.

R A J A R A M S. (1972) Tamil PhoneticReader: Mysore: CentralInstituteof Indian Languages.

(1973) Hindi-Tamil Common Vocabulary. Mysore :Central Instituteof Indian Languages.

(1973) Recall Vocabulary-Tamil (Semanticallyclassified) (mimeo). Mysore: Central Institute of IndianLanguages.

and P A N N E E R S E L V A M R . (1975) Tamil ScriptBook(mimeo). Mysore : CentralInstituteof Indian Languages.

S A M R A J , S. (1972) Tamil Vol. I (Tamil as a SecondLanguage).Mussoorie : National Academy of Administration.ScHiFFMAN, H . (1967) Reader for Advanced Spoken Tamil. PartI

and IL Washington : University of Washington.S H A N M U G A M P I L L A I , M . (1965) SpokenTamilPart L Annamalai-

nagar: Annamalai University.(1968) SpokenTamil PartIL Annamalai-

nagar : Annamalai University.S U B R A M O N I A M , V . I. and V E E R A S W A M Y . T . V . (1973)IntensiveCourse

in Tamil. Trivandrum : University of Kerala.


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Abbreviations

AA b l .Aff.Goncess.Cond.Dat.excLfem.Fut.inchInf.Inst.Loc.masc.NNeg.non-hum.Obj.Pa. 'pl. ,Pr.QRel.PartSsg.sg. hon.Soc.Subj.VVerb.Part

AnswerAblativecaseAffirmativeConcessive clauseConditional clauseDativecaseexclusive (pronoun)feminine genderFuture tenseinclusive (pronoun)InfinitiveInstrumentalcaseLocativecasemasculine genderNounNegativenon-humanObjectivecasePasttensepluralPresent tenseQuestionRelative ParticipleSandhisingularsingular honorificSociative caseSubjectVerbVerbalParticinl


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T a m i lAlphabet

Vowels

V ,

Consonants

^ nsj i= i l C OT T

^ /B t J 11) i L f rr

6 b fill ( P &r p w


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J (5 GS g

G G G^ S i l l

G G

J efO O ^

I d Ib tG G

fe bD 9

(3 Q

Si) 53

3 I- G

5

G G

J 163 y 3

J .G G G

la a.

G G

a 93 e3.3 9G G

3 ^

3G GI) :3) 9)

J * S - 1 ^ a 3-

6 ^ si a a *9 b

b b b g t I3 S 13 ^

^ w i J la isL 9 3 to-(S. -la -2-9 -3 -b


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&i 60 601T 6& eS 2;6U 611 6vnt CJ? 61? 6i /y> y> m (a>err err entT syf* erf (grjib ro fl? iff Sileir 91 fP 6sf bgy

Aaytam

Grantha letters6110 ^

Q60 Geo QeoiT Qeon GISOOTQsu Geu Qeun Qean GleuOT

C| p 6ro(p G)y>rT Glptr 6)y?6TT& Qerr GOT Bsn GeniT (olfiTTOTm anip

Qesr G($9) QesTjsfT

9 o


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UNIT 1LESSON1

I A MA T A M I L T E A C H E R

D I A L O G U ETrCsjTfi i: eusmaaiiia.g l ? T : wn^ I

Sr^t^tfih : a_mi


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21AnIntensiveCoursein Tamil

@LD(r/T.: ^ ^ ] \ I


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Lesson 7/31.1.4.jBTsir . . fPujesr.

Buildupdrill

^^fPujsir

^6U(5 aeBreuriiDTesjrrsu.liUlcKjl

IDfrssfff61/(5+i|U|c|/T9in'gU(5

jSiiis uJiT(rf)? ^liia 10/7(5?m ?

uj/r(/5? uj/r(5?41 ?

ffT6Jr CL/(5 jBs55r">-^ 1

g=^^Gu(5 GU(5 *jBjS7tb^ 5

CTsirGu(5 arjBjSlTifl.

.1.3. sTsirasr(5 Gu(5Gfr/r JD a.

. su(i 2ar(5 Gu(5

c9jsii(5aar(5Gu(5 STSBTSST?a_mj 2ar(5 Gu(5eresresr?


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41AnIntensiveCoursein Tamil(v) GLJ(5ermem ?

W ^ ?Cu(5 erenesT ?

(vi) eTsrfifir(5Gij(5^^ essP.

fNccrKGLJ(5

fflflrCT6ffr

(vii) a_mia SM(tf) Gu(5 srssreffrGL;(5 eresTesT ?

3W

c. Expansiondrill(i)ffiireir fiiPiueir.

3fTf%fWfI

(iii) c9/su(5LD)rs5rsu(5.

a_(BiC u ffTSJTSBr?GU(5 6T6OT65r?aL.IGI65 GlJ(5ffT6Srin'?

cTsar &sr(5 Guf/j ^(T^^^SSISP,

Sisir0 CLJ(/5 {^(/jjSjSsiisf'sTcJrEsr(/5Gu([5 j f^jSjses i f .

si_m6Bfiar((5Gu(5 erasrssr ?

Gu((5sTSBreBT?asir(5Gij(5 erekm ?^ q 'f' ?a_mj2isir((5Gufj STWAST?;3g"35^q?^?

/B/rsirdit' 'PuJsir.


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Lesson1/d. Question-Answerdrill

(i) Q lunfii ?

A ; /B/r65TLDtremsTeussr.

(ii) Q ; a_/Bffi Gu jST&STSST?3S= q^ ?

A :CTSBTGU(5


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6IAnIntensiveCoursein Tamil

a_(Bi Gu(5sTssreBT ?^ g

(iii)ffTCJrsaar(5G L /(5 C/7-Tpb


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Lesson J/ 7(x)eresr {r6% u^jS.(name)

IT^ . . . . . . . . c pcT I (name)(xi)eresr.: C u (rT, ^mP. (native place)^tfr^ccrfori (native place)

h. Fil l'inthe blanks using the correspondingoblique/possessiveforms of thegiven pronouns.

(i)ffinm-5 .

^.^rffajsir.anftrfwri

(iii) tS(6U(5 GiJ(5(gin/r/r.. . . . . . aB6sr6in-i_iD/reuBrsucj.'. . . . . . g 5^TIPr^I

j. Givethe correspondingpossessiveforms of the following pronouns.(i) jbTosr : (iii) liia:

: =ftff :(ii) c9


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8IAnIntensiveCoursein Tamilk. Matchthefollowing,

(i) fiirmipirmreum

1. Framequestions for the answers given belowfollowing themodel.Model: A*, /BTOTc rf'iPtusBr.

Q; jSi si UJ)T(5?

(i) /BTsirtcTfiOTTSurfr.

(ii) eT65rGu(5 *;SjS rti).

(iii) erm aarC u

m. Hereissomeinformation. Put it all together in onesentenceusingthesameorderas in the example given below.

Example: ^ s u

cS/SU2i_(Blffi ^,#)flUJ( 5.

(i)ffinesT

'uj6sr

(ii)


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Lesson1/9(iii) jBfffiBT

uiitaifreueir

(V)

(iv) 61/(5

(vi) cfSU(5

(vii) jffrE/afflsr

eresr65T

(viii)

TO

n. Jointhefollowing accordingto thesandhi rule,(i) aesrsBTL-ii)+ uafrewTsu

6ffreari_U) + ^^ifiU(rf, ...fy + S T T f M ^

o. Answerthequestion,(i) liisUJ(r(5?

(ii) e_mi C uGTssreir?(iii) a_m/6Baar G uCTCsrair?

^ f ?(iv)ffi_(Bi65c ^#fPuj(5Gu(5

eresresr?


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101AnIntensiveCoursetnTamilV O C A B U L A R Y

euema&ih Vanakkam jgm/a 'you (sg. hon.)'gur^qjf '(Goodmorning/

Goodafternoon etc.)' fiireirTuj/r(5 'who'

iD/rarorsusBT 'student'iBy> 'theT a m i l language''

Cu(5 'name'S-iiia 'your (sg. hon.)'

sreir 'my'eresresr'what'

aesresri(ih) 'theKannada


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Lesson1 / //1. 1. 1.fiirair^^iPtuar.

fiiiia 'yon'isoriginallya second person plural pronoun. It is usedheretodenotesecond person honorific singular. Example :

1. 1. 1. lEiiiaicTfiBsrsu.

c9/EU(5 'that-he'is a third person singular honorific pronoun. Example :1. 1. 1.


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12IAnIntensiveCourseinTamil ,Theobliquebaseof thethird person singular honorific pronoun (remote)isidentical withthenominative.

1.1. 2. ^ f i u CeU(5 @tDn-(r.

1.1.3. As we have seen earlier,theequationalsentencetype may haveanounor nounphraseasits subject, ereir a a r G u l ? ^ v 3 i ^tf^ 'thename of mynative place' is a nounphrasewhich occursas thesubject of the sentence l . l .S -UflT GL/(J5 ? ^ is a k ind of compound noun in which thenoun canbeexpanded with possessive meaning 'thenameof thenative place'. Example:

1.1. 3.erssr a a r G u Q irfUD^a.

erssTGST i f5=?f 'what' questions non-human nounphraseina sentence. Example:1.1. 3.a_mi6Baar(5G u ffrsircuT?

1.1.4, Similar to1.1.3 the first twosentencesin 1.1.4 have nounphrasesas theirpredicates, jzi^fp K iPiumd R l ^ 317%^^^ 'the T a m i l teacher' is anounphrasewhichoccursas thepredicate of the firstsentencein1.1.4. Itisakindofcompound nouninwhichthenoun canbe exapanded with meaning 'theteacher whoteachesT a m i l language'. Example:

1. 1. 4. jBircBT iBy}^ iPiueir.

Sandhi1. ih is dropped whenliis isadded. Example:euemsaih+ liia>euessTmsuiia

Sandhi2. The word final-liis dropped when theword functionsasamodifier of another noun. Example:

aetfresriih + tcffsiwrsu sesresri LOfresirsu-

Notes: eusssraaii qu|cfc|5+i 'Vanakkam' isthemost common greeting amongTa mi lians accompanied by folded hands. It is used whenapersonmeetsanother person. This greeting canbeusedat thetime of parting also.-liis is thehonorific marker. This can be addedto anysentencetoshowthe speaker's politeness and respect to thehearer. Example:

3 1 ^ J lP Io fWI


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Lesion 1/ 13The honorific and non-honorific distinction in the sentences such asjpitwrrfi/PuJSJT?rP[arrf ftq'l 3"* / B " ' ^ ^^fPiu TFI^ aTTf rtTq? has asocial

implication that thespeakerismore polite when he uses non-honorific form. . fPujCTT s r r fM ^ q ' i .whereasimpolite^hen he useshonorific form S^uj(i^an'f'JTftq? I That is, nasr^Sftum TFi^ 3frf%jtq^ is more polite than


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U N I T 1

L E S S O N 2

H E IS A M A L A Y A L A M S T U D E N T

D I A L O G U E

@S)j(5Gu(5 6B(rrb^60rr>.

T # n o 5 i n ^ I

anfi eonoJ :euessrAsih.

ftjBjS(ru>: c9jeu(C u uili/fiiruja.

M r .Suresh, he is a Malayalamstudent. His name isM r . Gandhi la l.

Vanakkam,sir.

Vanakkam.

H isname isMr . .Pattanayak.


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UDiremeudf,.s r ^ c i ^ f T T W ^I

uiLifirriua.:quiet*4 , q p f F l ^ I

uiLijbiTUJa : sufiroraaib.

6TtfBItfBI'?

g ^ : fei; q f sTfi???r?

qf^nq : ? 5 3 ^f ^ I

M g H N * : f w f I? 5 q i ^ ' - y w ^ M I

uj(5 ujT(5 ?g : STTf^ftq? TO ?

q p r T O J : ftf f ^ ^T T I

DRILLS

a. Variation dri l l

Lesson 2 / 15HeisaTelugu student.

Vanakkam, Mr.Pattanayak,

Vanakkam.

M r .Pattanayak, what isthit?

This is abook.

Isthat anovel?

N o .This is a textbook.

Who isyourTelugu teacher?

M r . Viswanadham (is my Teluguteacher.)

1.2.5. ^eu( wQecmjiren ui/rswrsu.

^su(5 lurr?f ^ T O ?s9/fiU(5uj/r?3ra^TO?


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161 AnIntensiveCoursein Tamil1, 2. 6. qcfUjsaii).

cS/gJffTfiirssr?6T6JT65T ?

1. 2. 7. /BTsusOT?

u f r i _ u L/sfOjSSLnrr ?

b. Bu i ld up dri l l(i) u5(olouj/TTr uifrfiTOTsu.^ ^qjo S T T " ILDn'OTBTeU

f i W f 1S W T

(iii) /BTSU6V)/T ?

(iv) U f f i U q sf O ^ d SL D f f ?

^6^(5 Lotolsoujfrsrr tDfrswreu

LoGlsoiUfrcrr ip/ressrsu

6U(5 usGlsoiiJirsrricfrewTsu

l-/ft)cS6BLb

/Birsueo/r?/B/reueu/r?


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Lttson21 17

c. Expansion dri l l(i) @U((5 ifl/rswTsu.

icGlsoaj/rsrr tDfrssffrsu

(ii) c9


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181 AnIntensiveCoursein Tamil

a6ireiiTi(ih)

(ii) )su(5Gu(5sn^^eoirA).^ ^ *rlc{< iidI

Substitute

sTsJr

(iii) Ljeio^sib.

Substitute/Btfiusb

f. Transformatoin dri l l(') ^ qsrUjaaifl.

/Bfrsufib.s t i ^ n ^I

(ii) dWg/ jB/reuaJ.L/erUisau).

^Jtfq^M1

c9/6U(5Gu(5 aT/Bj eoireb.sra^^ ISTSBTG u a/r/Bj co/reb.

SL-iiimG u 0/r^jisOT6b.

L/sfOjSaii.

/Bfreueb.

ereirfisr ?

ersaresr?

(TSUSOff7

3Jf5TT^?

3IiqT^Dg?cW?


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Lesson2/79EXERCISESg. F i l l in the blanks using the cues given in parenthesesas in the model

givenbelow.Model: ^ s u mirerorsu. (Malayalam)

1 ^ I^6U(5 wQeoujrmus/reiwrsu,

(i)^eij( f) inrawrsu, (Telugu)TTPig^ 1(Telugu)

(ii) qf0jB


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201 AnIntensiveCourse in Tamilj . Give the correspondingobliqueformsof the following pronoun's.

(i) ^nesr t ; (ii) /ffrei* :Tpr : ^ : -

(iii) =/fiU(5 ; (iv) ^fiu :: ? ^ :

k, Transform the following into questions using who in the predicateposition.

(i) assreuri mnemeu^rT).

(it) ^sij(5 UiQeotunefT w(Temsii(r^.

(iii) Z-mta tfi?uj( s&eiOsuibiT ih,

1, Framequestions for the answersgivenbelow following the mjdels.Model : A-. L/srO ffiib.

(i) q sro ^ a i i ) .

(ii) /BTSWeb.

(iii) Ufriu qsro-sati.

Model : A: ^ebQso, un-i_Lj L/srOjsatii.f?^, 3? qrgcg^cifH I /

(i) @i3(o)su,&iT^^eoird> LoQeoiurrsn to/rssirrsu.

(ii) ^sbGlso, UL-irbiTiuAQ^ rii( LD/TSKBTCU. , ,,

(iii) ^ s b Qs o, U/TI_LJ qefOjSaii).


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m. Eachquestionattheleft sidehasthecorrectanswer.

(i) jbireueon?

(ii) a/r/B^surrebQ^guiiiîLiremeuifiT?

i i i )uiLiptiTiuAsmesTL-miTsmeviîT1

Lesion2j21twoanswersat theright side. Write

(a) ^ s b G l f i O , c5f/g/ /B/rei/sb.(b) ^ s b Q f i O , c9/gJuiTiUL/crOjSaii.

(a) ^ s b Q f i O ,aufiêoirA)LoQÔILIITSrT IDfrSSBTSU.

(b) ^ e b O s o , afr/BjJsOTsb G)^g2jiEj@icn-euBTeu.

(a) ^6b(olso,ULLL_/D(ruj(o) g2;mj@iDirsirarsjj.

1^, qfJITOJc%f TTFraÎ(b) êbGleo, ULLi_jB(ruja meiram

Lorressreii.

n. Jointhefollowingaccordingtothe sandhi rules.(i)jbirevA)

flT T + 3fT:qsTUjBi2) + :

. q?cT?fr + 3TT:qRcq?cT?iT + STJ:a/r^jficOTsb + ^ :

+ an J

(ii) iflT6B5reU(5^TFm + Sir:^rflfPuj + ^ ;s i i R i f w + srr:siJc5 + ^ : .........

+ 3?T:. G)i8@2/(BJ(g + ^ ;

+ STT:

o. Answerthequestions.(i) siTp>^6Cneb QjB^nsi Lonrawrfiufr/r ?

i i )uL-ijbiriuAaêsriutiremajfrir?M g H H * ^ F ^ HI"N


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221AnIntensiveCoursein TamilV O C A B U L A R Y

'this-he (sg.hon.) i>Qeoujiiefr(ih) 'the Malayalamm^\o5 (^) language''this-his' 'the Telugu

language*that' 'this''book' novel'

no' uiTtu q s f O j S a t i 'text book

G R A M M A R1.2.5.Whilethefirst andthesecond person pronouns refer to the speaker andthe person spoken torespectively,thethirdperson refers to theperson proximateto the speakeror theperson remotefromthe speaker. Hence,thirdpersonpronouns are also called demonstrative pronouns. ^ and gf arethe demonstrative bases to denote proximity and remoteness respectively.

^ - in ^su(5 this-he' and Sf- in^ ^ e u 'that-he' denoterespectivelyproximityand remoteness. Seethefollowing sentences.

1. 2. 5. @SU(25uaQeoiuiTSfT iBtremeua .

s r a ^ c ^ f T F i g ^ i1.2.6. f l'this' and STg'that'areneuter demonstrative pronouns.Example:

1. 2. 6. L/6UjSti.

c9/gi /B/rsueb.

1.2.7.


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Lesson2/231. 2. 7, uiTiu qsOjSuD/r ?

Thenegative can be expressed inthreeways :(i) negating what is asked by the speaker using^AiQeo | ^ 'no'.

Example:

1. 2. 7. c9/gJjbiTsueoiT ?

^ I(ii) negating what is asked by the speaker using sbffso 'no' and

giving the answer. Example:1. 2. 7. uiTiu L/sfo^atonr ?

(iii) negating by using ebQeo 'no' with the negative of what isaskedby the speaker andgiving the answer. (Refer1,3.11.)

This lesson introducesonlythe first and the second type of negation.Sandhi 3, Theword final -a_ is dropped when it is added to awordorparticle,beginningwith vowel. See the followingexamples.

icfreBSTsu -f LDrressTsu jiT

sra + aiT smi

iTiQeOiunenih + in/rsssrei/ >inQeotuiretr wiremeutrf)

uiTiiii + qstOjSaiii >uiri L/sf0j5ii (Refer S. 2 in 1,1),qr + q^ ff qr 5 5*

Sandhi4, Thewordbeginning consonants such asi y, c^, andu qare doubled when they are preceded by anotherword as a modifier. Example '

qr? + q ^ ^ q r ^c g ^


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V

UNIT 1LESSON 3

IS T A M I L Y O U R M O T H E R T O N G U E?

D I A L O G U EuiebeoiLuuiT :^dia ujir ?

insbeouJiuiT :a_n5j siar ?

: tff^ft 1

: ^ cTft^n ?

W h o are you ?

1am ateacher.

Y o u rnative place ?

M y native place isThiruthani.

A re you aTamilian?


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cnqFiiffe crf'isT ? 'ujsbfiOujujir :^sbQso. STOTT JS/TUII

Glto/rySi iSuSjp ^sbQn).

OjSgZ/'B'. sreir Gu

g?^: sr^?TO?u-i' ^eu(tr, ^iTvuQuj/ry? U(^*/rLS'.

t ns^


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26 / AnIntensiveCourse inTamil


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b. Bui ldupdr i l l.(i)/B/resrgj ^^rfiiuajr.

SI

( i i )ffT6Br^TUJ(olii(ry? iB^p.

6T65r" ^ ^

(iii) STSBT iriuQinn iB{p^sbQsD.

? ^

crPTfl%ersBT

( i v ) a_(BJ6B iTiuQioiryP jsu5tp/r?

cTta'?jSTuJGlujffy?

3^

Lesson3127

jblTSST sp(5 d?ji


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2SJ AnIntensiveCoursein Tamilc. Expansion dr i l l

(ii) rS\eu(if) uiT)S^niS.sm q5^f% I

(iii) ;ffmii95dseirgin-L-jEcSB/rir.6B6ST6in-i_666B(r r(5

d. Question-Answer dr i l l

cS/eu Cuir/r^ifuj.

jSmi& iB6ffr6n"L_A6B(r7(j5.0fstaSfKj


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h1 Lesson:3/29e. Substitutiondr i l l

(i) @fiU(5g)(5 c^^fPuj.

Substituteutiressreu v,

Cei_/ r(r#(f'uj(5

( i i) 6U(5 jSi^tpcj.

Substitutea6sr65Ti_aBi5/r{r(5

(iii) ^6U(5 ^u?(pt5-Substitute and changethenounaccordingly.

(iv) ^(TSBT ^/B^UJffJr.

Substitute and change the nounaccordingly./BfruJ

f. Transformationdri l l(i )


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301AnIntensiveCoursein Tamil

?=3.cI7qiTf% I

(ii i) ereir iriuQiDirj îByi.ereir jSiTUjQLDfry?Q^ mi ,

ereir JS/TUJQUD/TJâmesrith,

E X E R C I S E Sg. F i l l in the blanks using the cues given inparenthesesasinthemodel

given below.Model: Loeoeoiuiuir sp (Telugu man)T f ? ^ ^ 3TI% (Telugu man)

uiebsouJuj/repcrr,Q^ iinÂairifas-v m 3IT5c ^ p ^ K I

(i) t5/6ii{5 g>(5 (Punjabi)3n%....: (Punjabi)

(ii)jSiiia (Kannadiga)? f l ^ (Kannadiga)

(iii)ereir iB\p-(mothertongue)cTpT^ I(mothertongue)

(iv) /BTsJr ^S ujssr.(a)'Vii 3rrf?rftq=3;i (a)

(v) sTsar (TUJGlm/ry? aejreunti. (yes)cTTqTT% I (yes)(vi) STSBTjSfruJQuifff î^jp @sb(olsu.(no)

(f^crPTTrffe c T f i T 5 . , . | ^ I (no)h. F i l l intheblanksusingtheappropriatepronoun.

(i) f5T6BT jSuStpSBT.

^riia iB6BT6BTi_afr7(5.

cTiqrrffecrf%T?W cTT^flffe ^ ] ?si_/E/i35 jS/ri/jQuDfry? asBreBntc/r?

STSBT fruj(olti/ry? jSuStp ^sbGlso.STSBTjafriiJCluj/Ty? GljSgumj^sbClso.

STSBT^niuQwir amesriih^sbGlso.


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Lesson3I 31

^(b^iuiiia. - f f ^WI

F i l l in the blanks using the appropriate plural form.(i) ibireir iBytesr.

insbsouJiuff p(5 (ol g2/'Ei@frjr( 5.

a56Jr6srL_


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321AnIntensiveCourse in Tamilk. Eachquestionat the left side hasthreeanswers at therightside. Write

thecorrectanswer.(i) jBiiia fbiB\fi^n ?

(ii) D-iiia jSn-ujQiA/rt iByar ?

(iii) uisbfiOiiJUJT ja(TiJj(olio(r(

(a) c^LOir.finoTfbiByi^.(b) ôiQeo, finm jsi^jpsir.(c) ^fibQso, ;BT60T jSuSjpsir

(a) c LDfr.ersir jSTiuGlmiry?wQeoiuirerrib ÂiQeo. erm

(b) latT, STSBTÎTIuQLDITi(c) ^sbGlso, ST6BT ITIUQLDIT^

inQeoiufTenih ^sbQso. STSBT

(a) ûjir,'U}beouJujir,jSrrujQLDn'{/5'

1 ^ I(b)


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Lesson3/33(i) 6T6Jr iTujQiDrrifi smesri-ih.if cnqirfr ^ Î

(ii) (i)6b6t)uJiu/r iriuQiDrr (S1J@2/IKI@.

(iii) ^61/ iriuQinm ut^ffiriS.cnqirffe q^rrt i

Model : A; ÎDIT, /BTSOTpiB^pesr.3fTTfT, ^ c T f t ^ l

c l f T T ^ ?(i) =û3/r,iDsbeoiuujfr gj Q gjjmj aasfrfr.

(ii) c^LD(Ti d c/jei ig^ /reii s^ 6STS in_


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?41 AnIntensiveCoursein Tamil(j) dg)U3T, srm ^iriuQwiT^ ^iB\fi.

srmr, sr^? art?^ n M t q ? i(iii) tcsbsDiuujiT 9(5 (o1jSg2i'E/@a/T(r(5.

(iv) , ^ i > ( T , STSBTafi[r(5 ji(5jS^sroP.

(v) q tC/T, pSfTSBT9(5 t: .#fPuJS5r.m. Change theseaffirmative sentencesto negative.

(i) STsir 231(5 ^


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Lesson3I35(iii) /fffB/as c rfi/PiiJjrir ?

arrfeftqu?(iv) ^miaQutjnfiS'iutjiT ?(v) / f f m / (o) g2;/E/(ga5T r rrf ?

sftf c/sdt


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361AnIntensiveCoursein TamilIn T a m i l ,thesubject ofasentence agrees w i t h predicate in person, numberand gender. When fiiriD we( inc l . ) 'occursas the subjectitagrees w i thitsnominalpredicate in number asfollows:

1. 3.8.finmtonemsuriis.

1.3.9. Letusnow seethevarious constituents of a noun phrase. 3n% isaquantifier, Itis one of the optional constituents of a noun phrase. It isusedin T a m i lwhere inEng l ish theindefinite articlea or an isused. Example:

1. 3. 9. /rsSr9s%.#(PaJ6sr.

1.3.10. The yes-no question introducestheanswer ÎLIT S T R T 'yes' inthislesson. Eixample:

1. 3.10. iBy>ijn ?

fFTT I 5=in.crto3:i1.3.11. This lesson introduces the third wayof negating (Refer1.2.7)byusing ÂiQeof cf 'no' w i th thenegative of what is askedby thespeaker andgivingtheanswer. Example:

1. 3. 11. SL-fB/a jSTuJGlLDTy?jSuSyiir?^sbQso, ersir .siriuGlus/ry? >5ii9(p êoQeo.

tf^cTPFlffe 5 IôiQeo fc$f has two meanings no (Refer1.2.7)and not. ^sbGlso 'not'isanegativefiniteverb w h i c h distinguishes neither person nor number norgender. Inequationalsentencesit isalways used at theend after anounornounphrase. Example:

1. 3. 11. erssr j5(rujQu5/ry? iByiÂiQeo.

1.3.12. êoQeo 7|??ff 'arewe not'is atag-question. Inthis question,thespeaker presupposes that what he says is true and expects thehearertoconfirm it. Example:

1. 3. 12. /Brru3^^ iuiii&, ^sfaCso7


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Lesson 3 / 37Ingercral, the tag-questionshares the characteristics of the j-es-no question.Liiceyes-no question marker -SfT (Refer1.2.7)this can also beattachedto any word cf the sentence.

1. 3. 12. /BTU)^ffi^vuiiis,^eoCSeo ?'TFT f f ^ W , ^ ?

Sandhi 5. T he w ord final -s ir -?J is dropped before the plural marker -mia.Ex a m p l e :

^(Sl aj/mj@ f % f ^ * l 3


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UNIT 1LESSON 4

IS H M T A G O O D W A T C H ?

D I A L O G U E

g ^ : gt?T, ?t:q iTfoiif ?flrGira^ ; ^ u u ineiwP UjSg/.g : fcq Tftor qcg I

g ^ : f l 31^ ^ 5 T W r ?*G76)^ : ^ IB /r, @ i_/ g/

*;B: gj eresresr au^anifth ?

Suresh, What is time now ?

It is ten o'clock now.

Is it a new watch ?

Y e s ,it is a new watch.

What watch is this ?


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Lesson 4/39OrGife^: g> HM Tsiq-airfriii' This is ahH M Twatch.g ^ ; ? f 3 r r e H M T q j f ^f R ^ IJr/BjS ii):HM T sbsoaaj-a/rjrujT? IsH M Tagoodwatch?g ? ^ f r : hmt^t^t ^ f % f T W fffi-Cjrs^. ; iBiT, H M T Bsbso i ) . - Yes, H M T isagood watch.What is

aiTijih. sSigjermm thatnovel?

: 3rWT, H M T ^^W I

^iS7ii : 9 (5*C P/BirsufiiJ. j^is is asocial novel.

arGjrali ;lurtQifirQi ^treueCi ? Whosenovel (isthis)?

ar/BjStru);^g j


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40JAvtIntensiveCoursein Tamil 4. 14. H M T ain-aaifih.

f aift HMT^ f K ^ Ijgig/ 9(5 i7(tp6sTBirsud).

1. 4. 15. jgfg/ RSFSANGI^QL- /s/reueb.

1. 4. 16. c9/^cG@)Qi_ uGlyjiu/Bifsusb.

1. 4. 17. QjririiiLj ;Bsbsu frsueb.

J . 4. IS. ^uu messPUjSg;. ,fcq rfbiqeg I^ U U IDSIWPffT6Br6BT?fcq irforifpfT?

b. Buildupdrill

MS/S I

(ii) S>c5


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Lesson4 / 4t(iii) eTOTesTje/rsudj?

?5(v) uJTG(rfrQi_ /Bfreusb?

f TOt^ ^ ?(UffGtnrGlL. /Brreusb?

(vi) Qjrffiiiu ^sba)jbireuA).[bireueb

? 5

(vii) ^uu LLessP uLJ sdSfiOjsrrcueb.

^ U U U36B9f U j S g l .UjSglLCieSIsP LJjSg/^ u u inssoP UjSgJ.


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421 AnIntensiveCourse in Tamil(vi i i ) uu inassPerasrasr? @ L ) u LDSBBPereirsBr?

f c q + ^U| ?

| c q T r f o j i f ? ^?Expansion dr i l l

(i) ;B/r6iJsl).uGlfpm jBirsueb.

3 i t ^ d ' i y ' i i c i < j i ?5 a r f f ^ V q ^ - i l c l d ^ 1(") '4- ' r? to . ^ g / ii)-(r(rii).

f l ^ f ^ f K ' T 1 ?1 q j ^ f K ? ? ; 1H M T au^sn^ih ^ g j H M T i).(r[rLb.H M T ^ f % ^ H M T q>1 ^ 1

^ g j 9(5H M T ai .aiTi ih,f 3 r t ^ H M T c t , ( ^ ^ K 4 | 1(iii) (B(Tu60/r? ^ g j ibireueoiT?

? | ^ | c | d ^ ?OiT/riDuptsoeo ibireueoir? ^ g j Q ^ ff in u /Bsbso ffcusoir?i\U H ^ d i l c l d r? ?5


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Lesson 4/43c. Substitution dri l l

Substitute

uQyiiuq^

(ii) i-iQifiiujbireutii.

Substitute

qRW??rfff I

qg/f%?K* 'I

uQifiiuL / /n_ i J L/efOjSaiii.f 5 q#T tTBT g SIflT I

E X E R C I S E S

f. F i l l in the blanks using the cueS'given inparenthesesas in the modelgiven below.

Model : ^ g i H M T . . . . . . . . . . . . . . (watch)H M T (watch)

H M T (9Ui)..f ^HM T^ 1%f KH I '

(i) jbTeuoi. (social)?5 Tfj^^j (social)

(ii) ii}.n rti). (new)cpf^fT^ I (new)

(iii) H M T ir}.65/r ru). (good)H M T ^ t% ?T I(good)/

(iv) ^frnjsb. (old) -? 5 ^ra^T I (old)

(v) ;6560 ^BTsusb. (very)I f I^^TTra^ I(very)

(vi) (@LiU LD6wP (ten) . )(ten)


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441 AnIntensiveCoursein Tamil, g . Framequestionsfor theanswersgiven below following the models.

M o d e l : A. HM Taiq-oiriîh.?5 HMT* f e ^ K 4 | I

Q . CTfisrsOT aiq-aiTifih 7

(i) c9/gJ 9(5 9fifia ireueb.sn^ ^rm^ i

M o d e l : A . ^g / . ^ ^ s o C i g g G l i - /B/rsusb.

Q- lu/rGjr/rQi jb/rsua)?I f g ^ g i q j * f ^ ^ K H I

(iii) tS ig / CP 7G6%TQI_ H M T ffitq-afrîh.3 I f H M T^ F ^ f R I ^ I

M o d e l : Q. ^g j Q^/rLbu Bsbsofiireueoir?

A . c u3/r,^ g i Qifrnhu (bODeoîreuei).arwT, H ^ ^ =17^ I

c%u>T,^g j Q /nJbuLJqg ja .

^miT, ^g j Q{riru)uu uQ^ptu jsireufib.3TPTT,If ^ q 'TracTI

h . Arrange the words in the properordertomakeasentence.(i) anf-MT ih Qi^nihu ^ g i qgj .

q?t%fKT If 351(ii)


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Lesson4/45I xame sixsentencesfrom the table givenbelow as in the example.

Example: Q^irihuu L/g/aL).air rib.

uQyuupsebsu

au^an-iru)fiireueb

j . Join the followingwords according to the sandhi rule.(i) ujrr(5 + g)Sli_ ; ..m +

s r g ^ + sft^ :

(ii)


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'name of the novelwrittenby A k i l a n '

'very'

G R A M M A R1.4.13. Therearefour kinds of adjectives inT a m i l. Theyarebaseadjective,derivedadjective, numeral adjective anddemonstrative adjective. This lessonintroduces some of thebaseadjectives. Example:

1.4. 13. i-i A auf.siTirii',H M T jBsbso aUf-aiTi Lb.H M T qjf^fnrqI

35 'new', sbfiO 'good' etc.,arebaseadjectives. They always precedea noun. Wehave seenin thesection 1.2.7thattheyes-no question marker-d?f)/-3n"canbeadded toany word ofa sentence other than themodifier of anoun phrase.Hence, thesentence H M T fiebeoeuir auf-aiTjrLb? H M T 1


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Lcsion41.171.4.17.QijiTihuxff 'very' is an intensifier. Italwaysprecedesadjectivesandadverbs. Example :

1. 4. 17. ^ g; QifiTihu sbso /STSusb.

1.4.18,ûu ^cq 'now' is a time adverb. Ujsgj tjc 'ten' is a cardinalnumber which is dealt with in detail in thesubsequentlessons.

1. 4. 18. ûu iLesiiP u^gt-

Sandhi:qgi + auf.mi;ib^q^sauârrijih (Refer S.4 in 1.2)3 1 + ^ t % f R f ( - ^ 3 5 * , * r ^ ^ i < n=(iptb +fineued -ff tpa /Birsusb (Refer S.2 in 1.1)?rqpf( + 'sfra^>'Fni? ' nrÛJ/T(5 + ^Qu. ujirCp-n-GlL-(Refer S.3 in 1.2)

Notes: sSjcfisosBT3rf $R[ is the pen name of Mr.Akilandam. He is one ofthe famousnovelistsinTamil,


76/871

UNIT ILESSON 5

A T T HE H O S T E L

D I A L O G U E

LDfrsssTbiS'

gKD/TSfOl_60/r ?

2 : ^mn. 0riia OJ/T ?:,3fTfIT I 'ftW'T ?l.-rBirsffT L/gi

iBiremffS'.

2 ; jBirm)* iB\fi iBnem-e3iii . ^gj sTfEia

IsthistheKaveri Hostel ?

Y e s .Whoareyou?

Iam a new student.

Weare the studentsof Tami l .Thisis ourhostel.


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Lesson5/49'mnmraS'1 : n ih iBy)

QIUQL. LDirmreSmi-seniT ?

T F T T l X ^ t ^ ^H l u i f W I ?

lansmeB 2 : ^mrr, uSsfo.unneu^fiih m iPlu(Tf).

i_sb su/TiriSJr.

tDfrfiwrrsi? 1 ; srgi t^ero. uirneu^-

uirreme)9 1 : ffi_/Bj ^Q iun??1 ^ ?

Iam alsoastudentofT a m i l . . . ArewethestudentsofMiss .Parvathi?

Yes, Miss .Parvathi is ourteacher.Sheis thewardenof thehostel.

W h i c h isMiss . Parvathi's room?

That is herroom.

Isthisyour room?

N o .Thisistheir room. TheyareKannadastudents.

UDireme i2 : ^euiiia u^QeoiurrenLDtremffS'iiia. ^

i3f|arawarf i

W h o arethey?

TheyareMalayalamstudents.That istheir room. .


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501AnIntensiveCoursein TamilD R I L L Sa. Variation dri l l

1. 5.19. fiiTiiia iBy) LDirem&ffisia.

{biimiaaoiTesTL- inirmreiS'mia,

1. 5. 20. ermia îretOL-Oi.f ?T?3Î

1. S. 21. uiriieu fiihu^ ^^/Puj.ibihinjMDirsTOL-st).

f '=*T I1.5. 22. ^cumiiS torreisroS'mia.

1 T F I ^ IcSjeumiaiin' Rrr>?iGJa.3 f ^ HI"lf^S-Iêu/GJS u j / r ?

1. 5. 23. ^ g ; c9/sufB(5Bc9/Qp.

^ g j ^su/E/a ^ Q p .

1. 5.24. gig/ U/T(f6UjS(JujffQt_ eWSliD-

S T g / u(rifeujS(2ujiTQi_ ?

1.5. 25. u/r/rsiijSjS'resr sun^/ft-sir.

gg/


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b. Bui ld up dril l(i) ^iTiiia ^i (pinnemaSriss.

uirrems)3mia

c f f * l ^^

- (ii) ermiasiajfrsfcisb.? 1 ' f^ ? F 5 ^ IJl/DIT6fO_6b

CT(Bi6B

skm ?S_mj


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S21AnIntensiveCourseinTamil(i i ) uirHeu^. ^ i f i u .

(i i i )


81/871

Lesson5 I 53e. Substitution dri l l

(i)fiiTiiiaiDiiemeiS'mia.

Substitute

? I l ? fR5 ISubstitute

(ii i) ^rrefOL-sb.Substitute

(iv) jbireir iniressraB.^ T P r f ISubstitute andchangethenounaccordingly.

9m

^ * i | U | f t ^ IJB/rU3 U)ir9 ng)S'fS/65.

TmfÎêuiGia mirararaS'fGi.s.1 T r i e s 'Iêuiiia uiiTems:Simia.

HWTdiit IeTiGJ65 p/D/reruieb.

^Buiui p/DTStuieb.

c_miffi gja3/r6YOt_6b.^ g/ êuiEia fUDireiOiei).

^ gj cS/euisjds ^frefUL-eb.f f aigW'fRScTI

^gj pa)/r6n;iL.eb.

^gj ^Qp.

^freir ujffSBBrsi?.

jSTiEJdsmirastneS'mia.

jBiria iiSfrsOTrsiS'/Eiffi.êurcia lAirsssreiSnija.

êuiiiai iDiTsmeiS'iiiai,


82/871

541 AnIntensiveCoursein Tamilf. Transformation dri l l

(i) unneu^QujuQL- ^Qp. erg/ uirifev^QujiTQi- ^Qpo ?

?g TT I 'Tt^art I ^qr ^^^^ar ??5els' artI Waf?@ g j airCSsui? pfl3/rsfOL_b. sTgj afrCsurf" pajtsfoisb ?^ g ; s;sijmi


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Lesson5_J55(ii)ffinmunHeu^QiuiTQL- innems^'mifs.

uirHeii ^#/fiuj(5.srrfef^q^ I :

(i i i ) tSieu/B/ffi inQeoiunerr miretuF^eiS'iBim.

g i rSlQsD.n -ST I

(iv) ^SU/Eiffi


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' 561AnIntensiveCounein TamilI

( i ) ^&)Qeo, =9/sufB/c9/S)(D.

i i ) @fibQso, urrifaj QiuiTQL. c9?(olp.f l qi^f^qf I

M o d e l : A . eufEjas mGlsoiu/rsTr lUfreirarSiJniids.f TT qToS H P r f I

Q. ^euiiia lurr ?S R ^ TO ?

k. Makea w h i c h questionfrom everysentence.( i ) uiraev^GiurrQi ^Qp.

(ii) irGsuiP gj/DTrui_6b.(iii) ^g j ^surEja c jGlfD.(iv) qsrO^ffitc.

1. Givethecorrespondingpluralformsof thefollowing singular forms.(i) LDfra3Tsi?; TPlf :

(ii) euiTffi_6ffr : : ^m. Framesentencesfrom the tablesgiven below.

HliS-jblILD'11+1

n. Hereissomeinformation. Put it alltogether in one sentenceusing thesameorderas in theexamplegiven below.

Example: ^euiiia


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-an

(i)uniieu^jBITLO'TFT

anftrftqi i i ) ^euiiia

tiQ6Uiu/rrr(uj)

-an

( v ) ^eum&amf-an

( v i i ) U T I T S U ^

an ftq

f l

( i v ) g l

-an( v i ) ^ su i E i a

? ^-=^-ana n f ^

( v i i i )unneu^

anftrftq?-an


86/871

58/ AnIntensiveCoursein Tamilo. Join thefollowing accordingto theSandhi rules".

(i) mnmre^mss + : (ii) uirHeu + 9


87/871

Lesson5 / 59G R A M M A R1.5.19.InT a m i l , therearetwo kinds ofplural pronouns inthefirst person,namely,inclusivepluraland exclusiveplural. Theinclusivepluralaswehaveseeninthesection1.3.8 includes the person or persons addressed tointhespeech situation whereas the exclusive plural excludesthepersonorpersonsaddressed to. rbirmimWfWthe exclusiveplural pronoun. Example:

1. 5.19. rbirriia iBy> wnemeBmia. '

1.5.20. erttia isthecorresponding obliquebaseofihmiia 'we (excl.)'.Ithasthepossessive meaningof'our (excl.)'. Example:

1.5.20. sTfaa paj/rsfoisb.

1.5.21.ibiTLD ^TpPf 'we (incl.)' hasthe oblique base îhiD ?fCTTwhichhasthe possessive meaningof'our (incl.)'. Example:

1.5.21. uiTiTsu rbihin ^ ^ ^ / P u j .

T h e chart below illustratesthenominativesandtheir obliquebasesofthe firstperson pronouns.

FirstPersonNumber Nominative / Oblique

sg. 6T60r

pl. (incl.)jbiTin jbihin

pl.(excl.)

1.5.22.êuriiaf^sf and 6un5j6BSfcfg^ are third person human pluralpronouns, êuiiia indicates thepersons proximatetothespeakerand^ S K f B i a indicatesthepersons remote from thespeaker. Example:

1.5.22. êuriis iDiiemeS'miai.


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60 / AnIntensiveCoursein TamilNotethat the subjects ^sumja 'this-they' and êviiia 3Io[ 'that-they'ofthe sentences1.3.22agreewith predicates in number (Refer 1.3.8). -m/aisthe plural marker added to the nouns wnemeiS'TTIWft 'g ir lstudent'andirtiremeuesT H\\cH'\ 'boystudent'.1.5.23. The obliquebasesof êuiAia and ^ sumja are identicalwith their nominatives. They have the possessive meaning of 'their'.Example:

1. 5. 23. êuiiia ^Qp.

1.5.24. 67g/ 'which' is the corresponding question form of theneuterdemonstrative pronouns (Refer 1.2.6). Example :

1. 5. 24. erg/ uiriieu^QiuirQL- ^Qro ?

1.5.25. jS/rssrcTF?.is a particlewhich is used todenoteemphasis. Example :1. 5. 25. Ufrffsuj freor 6urr/ri_6w.

1.5.26. - a_ L b i s a particlewhichmeans'also'. Example :1. 5. 26. ibiT@iih iBy)mtreme^îTair.

Sandhi 6. The personal pronouns such as ^trriiaTTW 'we (excl.)', tiiaft^'you',^6UfE/ 'this-they' and^SD(Bja SRS' 'that-they' are correspondinglyrealized asffiirmiseh T -oS , miaeh \ô5 , êuiiiaefr ^^ôS andc9/su(Biffi6fr SmW'oS when a word or particle beginningwith vowelis added tothem. Example :

^rr/Bj 4- > ^Bfrmtasir/T5TIW + an ^ o 5 T/fmja 4- >fiiiaerriT@6umi + ^sunsjaerrn-

-(- a?T ->?qWo5TcSfsunua -1- ^ > ^suiBiasrr/T3 1 + an -^3)q-oOl

Sandhi 7.The plural marker -mja is realized as-miash whena word or particle beginningwith vowel is added to it. Example :


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Lessonf>I61

Sandhi 8. luq isaddedto thewordsorparticles endingin - @ -1=''-f .- S T - I f , 7-I? and-gg-1^ when they-are followed by a word orparticlebeginningin avowel. Example :^ uinrsUji + gj(o1i_ > u/rfieUjSGujfrGli

9/(olp + >t^^SlpuJfr3I^ + a n 3 f d ? T

/


90/871

UNIT 1LESSON 6

I N T H E C L A S S R O O M

D I A L O G U E

6510.

Suresh, how many books arethese?

These are two books.

H ow many text books arethese?

These arethreetext books.


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arCjra fiir Gggiru .

w-jBjBtrii cS/gJ ffTcS Qeuriggsii"GibiTL-Qu L / s f o g a i i?

g ^ , : f a ^ . ^ f r s g c g Ia^BjSiru) : ^gj ergcsSlein- Ggg/rji).

JBfTfb'STSlS'?

SrGirffl^ ; ^ g / Gggn-uj. ;Br/D-

gtjq:fisni f ^ Tfk Isr/BjSjrii) ;f fmj er^ Qm gu9y)

inirensretiriia?g ' ^ :5fl c c J ^ c T f l l ^ , T TP ig ^ ?

g t ^ : cTft^ ia/Bgirii ; ^ 6 u m i er g (ol SBT

ffr^giTU): euliia epihu ^Q jSg2/fE/@iniremsijmi-amti?

g ^ ^ : 3ra s f M ic

Lesson6/63H o w many pairs ofpencilsare those.?

Thosearefour pairsofpencils.

H o w many dozens of note booksarethose ?

Thesearefivedozens of note books.

H o w many pairs of chairsarethese?

Thesearesix pairs of chairs.

H o w many T a m i lstudentsareyou?

W e areseven T a m i l students.

H o w many Kannadastudentsarethey?

Theyareeight Kannada students.

A rethey nine Telugustudents?


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641AnIntensiveCoursein TamilSrCSife: : ^U>IT, eumta epihu


93/871

Lesson 6 j 65b. Bu i l d up dril l

6Tg (ol65rqefugaLO ?

(iii) (r@2/Gîri^.Qu6ar#sb.I f ^ ti r? I

(vi) sr ^Qeirr Gggiruj.

?1

c. Expansiondrill(i) tS /g J q6T0j6BlO.

uaiu Lfeivâiii

^ g ; (oljrsMT L/sfogaiii.

I f 2 ^ I

?f tfccf'fS^ ?sTg65(ols5r L/sfogaii) ?

sTggOssr qsrugiBii).?? | tf S 'X?

sTgjsOsBT GggfTti). jBT/Dafra? ?I f 5 ? c a ^ ^ ^^T ?ffT gClssr Gggiru). frfbs'rsiS' ?

^ g / eTjSgGlsffr GggfTL}. /BfrfbairaSi ?If ccHf 5f|1 rnS^H M ?

^gj 46T0g66m.

^ g i dfi uiTL-u Lfsioâih.3r cn cg;ST5JTI


94/871

661 AnIntensiveCourse in Tamil(ii) c9/g/ qefUjSJBU).

(iii) c9/eu/GJdBwnmraSmis-QjSg^jfSf^mnessreiS'mia9 U ) u g / ui/rfi97rS'fSi66

d. Question-Answer dri l l(0 Q :

qsfOjSatri.

c9/g/ (3/B/rLL(5iJ L/sfOjSffiii).

qsrogaBLD-

c9jeumja LDfreDSTeiS'rGJds.

cl%f T T T W f g ^ I

LorrssffrsiS'fE/as.3f^^ a f i f a^f mwf I

II


95/871

Lesson6/67

6T(tp

6TL-.

Substitute

TTSljTfcI

(o1u6r.#6b

(iii) ;?fBj 6Tj5g(ol65r tn/reiwrsiSmja?

Substitute

?f arrg^TTWifei?5 ^ ^ f l l I

cTtl ibTpsiTe&.

^ g i spmugj /Birpasfrefi'.f f 3 f F ^npjTfciI

i S > qsrogatri..

G;B(rtlL/ qefOjsati).I f # 5 ^ft^ 2?cl?r[ I

S> u/ri-ij qsTOjSaii.I f 3l1%qTg


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G H IAnIntensiveCoursein Tamil{. Transformation d r i l l

I f q?g IE X E R C I S E S

?f Ifrem qTs


97/871

Lesson6/69W (table)

f5 (table)(xi) /BTg2i ....Qum^eb. (pair)

^ Jm I(pair)(xii) tS/g/ . i S / i ^ * " q6n)


98/871

701AnIxAmiveComx nTamlI. Jointhefollowing accordingto theSjndhi rule ,

(i) u3/rsinrfiu/B/ + ; T F r a ^ + STT:

(ii) ujiTfflisTfflS'iBia + :JTPrfgsr + STT:

m. Answerthequestions.(i) ;ff(B/6B STJSJBGISST JSUSIJP tD/rsKBTsiS'nB/a?

(ii) cSfsumiasr^^tolssr uQeoiu/rerr lorressreumids?31^ (Jcpf T fqioS * 1 I W ?

(iii) sijrsj>rOTreu/Gis ?f ^ ifcTci^ Ti^ra ?

V O C A B U L A R Y6TjSj(o1S5r 'howmany' 'these'

'two* three''those' 'pair''pencil' four'

M


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Lesson6/71G R A M M A R1.6.27. The cardinals (Refer1.4.8)like e em 'one'. QrfewrQ 'two' (tp^u'three' etc., are also adjectives in Tamil in addition tobase and derived adjectives (Refer 1.4il3). The nounswhichfollow thesecardinals are inflected fornumber namely singular and plural. Excepting human nounsthe non-humannounsare not inflected for number inTamil. Example :

1. 6. 27, 6^(5 L/STOjSffiii).l | art g'fcT^T I

The cardinalepem 'one' is manifested as 6 (5 before a noun. SJ^^QSST'howmany' is the interrogative pronoun which questions cardinals insentences.Example:

1, 6. 27, er^^QesT uiriu Lj6Tt)u/ri L;6n; 6Sijbqi T ; + 5Ff-^t^ T ^3' ?'

+ * T F i g ^ (Refer S.2 in 1.1)ufri_4- L(STOjSU) ^ u/rt_uL/6fOjS


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Gfi(innuait.

^uun uj(r((5 ?

Quan^eoneoC^.cSJsuijGiTffGliGltoiTcseb icasOTr-

ff%FTrf^ fSr/BjS?li: LD/rlbl>IT. iBiSiTT-

ma.

Qffsbei?: jj jjirasT BjSGujirGli


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741AnIntensiveCourseinTamilQeunQi Ts js ig)eu ^

Howmanieth primeministerofIndiaisMrs.IndiraGandhi?

Sheis the third prime irtinister ofIndia.

D R I L L S

a. Variation drill1. 7. 30.

1. 7. 31.

G/B(5(olin/rjSeOTfiug; L? r u3in/BjSPf

ff^^FTTf^JJIJIT ftR^Hl^ftI

^ ?f '^


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Lesson7/ 75

^^^IjrT&ITfi^ ^^^IJITStT^ 6TcSjS(S)6UgJL trLD

c. Expansiondrill(i) G (5 iL^^ff.

L?(r


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76 / AnIntensiveCourseinTamil(ii) Q : cu(5 (r6srCjB(5 ioffU5T6ur ?

(iii)' Q : C J B unnDnGeurrQi^uuit tun^rf)7

^Pc fi iiR ^ C T H T ^ fqr ifr rf^ ?

c. Substitutiondrill(i) 6U(5 Gltn/r eofTffljgiiJfrjSin

QjrsiwTL-frsiJgy

ijprraffqr^wf^fti

ar ^ ais rmffqr^ ' T f ^ ia cR aTKjci fqr^ i

fT


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Lesson7/77611(5n.

iseiTOTeL

(iii) cS/fiuEja /rsir ^ U I I D T .

f. Transformationdrill

in(B


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78IAnIntensiveCourseinTamil(iv) ^fiîjiTaiT^^CBtuirQL. aussu/rG/B.(mother)

ff^c(TTTlT^^ IT5TT^(mother)(v) tflsv5(TG/B(5 Gib(rf)(3euiiQi (wife)

JT7yT% ?c?t . (wife)(vi)G/B0SLDeonQsiiirQL- (husband)^ ^rfTl'Rl (husband)

(vii)c9/sU(56(5Qufiiu (advocate)arg? afp?cff q (advocate)

(viii)G;B(5 ^^tutrQeiinQL. (primeminister)f P"n.Model:A: G /B Qifur eoneu^ IS'IJ^LC LO^Î?.

Q: GêTjS(6g)6ug/ L ^ J T ^ U J IL^ IP?

(i) (Bjf(Tfrarr/B (ipigMjsu L irsstDlo^îf^.ff^ûnrf^'jpimgfqwT i(ii) G;B(5GlLDffjSSOfrsij tnasir.

Model:A: ^mir, su /rsarG/BcSifiTtn/r.


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Lesson 7 / 79

(>j) < uiir,Gffi( f,^tresTGinn^eofrA)Gfi(i GeuiiQL.Qinir^eoiieu^mam.

i. Transformthefollowingcardinalsintoordinals-(0 ipmi (v) ^dP

^ " ^ ^ ^(ii) ^ffgz/ : (vi) 6Til :(iii) =9j(5* : (vii) gjiiug;;

315^ (iv) : (viii)Ujsg;;sm qcg

j. Hereissomeinformation. Put it alltogether in onesentenceusing thesame orderasin theexamplegivenbelow.Example: ^^^(jiran^^

^m


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WI AnIntensiveCourseinTamil(iu) fidia (iv)^SUO

?^

-an(vi)

-llctc

k. Jointhefollowingaccordingtothesandhirues,(i) ^ffiû-sn + : .

iniTinir+ fpQi :HFTT + ^ : U3S0/T+g)(oli_:qjIMT+ ^ :ûun +fj)Gli_;aTCCTT+3?li:

(ii) tS/ffljfBj +

1^ +afti: + 3Tt : ...

(iii) G|B(5 + S(o)i-- (iv)

1 Answer the questions.(i) ûu ^^^lunGeunQi L J J T ^ I H LD^ IPlu/r ?(ii) egsupffl/fso/rsb C ^ jioj/rGsufrQi- LJirjSin icii


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Lesson7 / 81(iii) tu.ma,^uuif euASedn?

(iv) a_m


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82/AnIntensiveCourseinTamil1. 7. 30. C/BQmir^eoiTsv iSff^iDin^ iP.

^f^^

An Intensive Course in Tamil _ Dialogues, Drills, Exercises, Vocabulary, Grammar, And Word...

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