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Conversational Tamil. INSTITUTION Peace Corps, Washington, D.C

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Conversational Tamil. INSTITUTION Peace Corps, Washington, D.C o DOCUMENT RIME BD 148 150 PL 009 121 AUTHOR Beinstein, Judith; And Others TITLE Conversational Tamil. INSTITUTION Peace Corps, Washington, D.C. , PUB DATE [61] . NOTE' 466p.; Parts.oedocument may bemarginally legible due to quality of print , e --: NUS PRICE BE-80.83 Plus Postage. MC Not Avajlablefrom EDRS. DESCRIPTORS Agriculture; Conversational Language Courses; Grammar; *Instructional Materials;*Language Instruction; Language Patterns; *Languagesfor Special Purposes; Language Usage;Morphology, (Languages); Pattern Drills-(Language)A.Post Secondary Education; Prdnuaciation; *Second_ Language Learning; Sentence Structure; Speech Skills;*Tagil; Teaching ffethods; *textbooks; ,,,Uncommonly Taught Languages; Verbs ABSTRACT The purpose of this text is to developconversational skills in Tamil. It is to be usod'as. areview of what has been learned in classand not as a teachingdevice. The language materials consist of four types of langgage learningactivities. The unit microwave cycle divides the learning processinto two basic phases. The first phase involves kiiicry,memorization, and' manipulation, and the second -phase involves conversationalapplication of what has beet learned. Drill exercises, the second typeof activity, include stbstitution, repetition, transformation,conversation, and question-and-answer drills.Analysis of the language is the third type, of activity. Realisticlanguage usage is the fourth type. The text is divided into six sections, eachconsisting of cycles, drills, and grammar notes, which concentrate upon alimited number of sentence patterns and structuralitems. Suggested supplements follow each section. A verb chart, listingverb stems and their inflected forms, is included in the text, asis a pronunciation guide.. The materials were designed for Peace Corpstraining programs specializing in\agriculture. (Author/CLE) *****111***************************************************************** * Docaments acquired by ERIC include manyinformal unpublished * materials not available'froother sources. ERIC lakes every effort* * to obtain the best copyavailable. Nevertheless, items ofargiael * * repiodicibility are oftenencountered and this affects thequality * * of the aicrofichel andhardcopy reproductions ERIC makesavailable * * via the ERICDocumetit Reproduction Service (EDRS). EDRS is not * responsible for thequality of the original document.Reproductions * * supplied by EDRS arethe best that can be madefro'the original, * **********************4************************************************ EDI48i5 BEST COPYAVAILABLE N CONVERATIONALTAMfL "c Prepared for Developmentand Resources Corporation by Judith Beinstei) T.N. Balasubramanian Ronald-Amend Kausalya. Raghavan Lalitha Solomon '1 U S DEPARTMENT Of NEAL TM. "PERMISSION TO REPRODUCE THIS E DUCATION &WELFARE MATERIAL WAS BL-EN GRANTEp BY N ATIONAL INSTITUTE Of EDUCATION THIS DOCUMENT HAS BEEN REPRO. leatp.Gor s DUCED EXACTLY AS RECFIVED FROM THE PERSON OR ORGXNIZATiON ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSAR IY REPRE- TO THE EDUCATIONAL RESOURCES SENT OFFICIAL NATIONAL INSTITUTE OF INFORMATION CENTER IERICI AND EDUCATION POSITION OR POLICY USERS OF THE ERIC SYSTEM " Q Table of Contents pion A Page Cycles and Drills 1-8 1 -14 rammar Notes 15-19 nouns. 15 pronouno 15 possession 16 the .verb 'to be' 17 questions 18 Cycles and Drills 9-15 20-29 Grammar Notes 30 post-positions 30 * adjectives 0 /- palam/ and /-kai/ 30 Supplements 31-34 geography 31 Section B Cycles and Drills 1-6 35-46 Grammar Notes 47-8 verb stems 47 47 '' present tense . time % 48 Cycles and'llTills 7 -9 49-57. Grammar Notes. , 58-59 future tense 58 past participle + vittu 58 poet-position 'patti' . 59 Cycles and Drills 10-12 60-67 grammar Notes 68-69 verbal noun + mundi 68 impersonal constructions 68 'want to...' 69 69 Ishollld...' , 'have to...' 69 Section Page , : SUpple..mente--- 70-82 whatRama andSiPta dp all 'day 70 preparing rice . , v 75 on the day. of a fair ,, 77 , slides .. , 79-80 bazaar 79 e2:,bringing things from_the%ba-taar. : . ._ 81 'Section C- . , Cycles and Drills 1-5 ....' 83-92 arammar Notes 93-94 past tense '93, -past.pgrticiple + piragu 93 post-positions 93 /-kudu/ ..-/-1,2. /-eAor /-ai/ , plural nouns' 94 CycleS and Drills 6-12 ., , 95-108 . .109-110 Gtammar Notes . i , 109 . 'that' clause post-position /-kit;te/ 109 past tense of vPrt.)'to 'be' _109 110 'used to...' . _. Supplements , 111-115 preparing a field for planting 111 112 - . the cooperative and agriculture depot , slides 113-114 agriculture 113 - farmer and extension worker - role play . 115 .- .. Section D . Page . , _ - Cycles and Drills 1-5- 116-18 129 _3raffilhar Notes ...-, _ = impersonal'constrdctions 1;29 compound sentences - ... 129. Cycles and.Dr;Ils.6-8 13O-141 Jrammar Notes , 142-143 142 =--' . progressive' forms of the verb verbal noun ' 143 emphatic participle /=-ttan/, 143 Cycles and Drills 9-16 144-160 161 1101(mmar Notes s imperatives , 161 post-position /-kkaga/ 161 compound verbs ,161 Supplements 162-167 puja 162 vow and pilgrim(. 164 11,5-16o slides , .. 165 . religion mar iamMan= koil 167 . Section E . and Drills 1 -12. 168-195 ,;rammar Notes 196-198 196 conditional -.. present conditional - past "196 subjunctive 197 'past tense 197. Supplements 199-21 waqing.clothes 199 washerman 201 laundr:/ instructions .. 203 tailor 204 hiring a servant 205 Section E Page Supplements - 199-212 firing a servant 207 doctor' and nurse 209 sickness - people 210 sickness - animal 211 accident 212 Section F . liVe )Cycles and Drills 1-12 213-242 .grammar Notes 243-245 'to...'-s(infinitive) 243 comparison 244 'tecause of having...en(ed`' 244 'by having...en(ed)"by...ing' 244 'without...ing' 244 present participle 244 past participle 245 Supplements 246-263 sample surveyfotm 246 land tenure 247 land and yield , 258 harnessing bullocks , ._4.: . 250 251 surveying land c -'k ma wring, weeding', top-dressing '.52 plant protection, narvesting . ;.- 253 irrigation , 254 AT27 paddy part 1 255 part 2 257 258 CO7 ragi demonstration 1 hybrid bajra demonstration 260 hfbrid cholam demonstration. 262 Pronun,:iaf,ion ,;uide 26)1-266 Verb '"hart 267-278 SeCtion A .Page Cycles and.Drills 1-8 1 Grammar Notes nouns 15 pronouns 15 possession 16 the verb 'to be' 17 18 . questions _Cycles and Drills 9-15 20-29 Grammar- Notes 30 post-positions 3o adjectives 30 /-palam/ and /-kai/- 3o Supplements 31-34 geography 31 . A se, Introduction 4 9 -a The mrposeof this text is tii>. develop elementaryconversational 'skills in Tamil. Though the text is to be -used by languageinstructors -a,s a major set of lesson plans, it should be supplemented by other variedmaterials and teaching techniques for a richer language learning experience. Sample supplementary materials have been included at the end of eachsection.khey are suggested as poSsible exercises in an intensive program to expand the student'svocabulary, to reinforce grammar patterns; and to confront the student with occasional unfamiliar grammaritems. The text is to be used by students as a review to what has been learned in classand not as a teaching device., Effective teaching of the text materials presupposes the useof language props for teaching vocabulary. Every object should be taught by association with avisual I representation of that object and every verb should be taughtby association with I the action described by that verb. It is important that both instructor and student make consistent use of language props andreeve' resort to English.. the organization of each unit lesson allows for rapidmastery of question and answer patterns. The units, therefore, should be used as a oasis forObnversation between the student and instructor and betweenth'e students themselves. Once the unit has been mastered, the students should haveample opportunity to carry out the role of instructor. 1. The language materials consist of fourdifferent types of language learning agtivities,The first, and mosl predominant, is the unitmicrowave cycle. These' cycles are adapted from cycles designed by1)r. Earl Stevick of the Foreign Service They divide the learning process into two basicphases. 'fhe first of these phases involves mimicry, memorization,and manipulation and so is designated statements related in content and 1M'. The 'M'1 component of the phase consists of structure; the 'M'2 component of the phaseconsists of one or more questions related in content and structure to the statementsof 'M'i. The second phase involves the conversational application of 'M'l and IMI2 and sois designated 'C'. The question of 'M'2 is asked and is answered by one o the statements of IM'i. Each question'and answer unit is one componentof the 'C' phase. If there are five posgible answers to 1M' then there would be five components of'C'. Before a new unit cyCle is taken up2 in class the previous cycle should alwaysbe reviewed. Class time should be devTted entirely to using the language. Instructors should never attempt to explain grammar. h .. , -:- C - . / -. 4 ' , . , . , The second type of learping activityconS'iats of/varioljb :kindsAof drill exercises. -. -Substitution d.rills require thOotetunt tosubstitute similr hrluctural items in one sentence pattern. Repetition dri4s enable the student to repeat similarly . c---- patterned sentences after tne inatruator. Transformation drills,,involve%ghanging. .... the structure of similaX sentences. .-Conversationand' citjestion And.answerdrills utilize previodsly learned sentence patte.rns to build up.conversation. All tnese 1 , drills are used
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