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AN INTENSIVE COURSE IN MALAYALAM I CENTRAL INSTITUTE OF INDIAN LANGUAGES
INTENSIVE COURSE SERIES No. 4.
General Editor M. S. THDtUMALAI
£?••••: CIIL Intensive Course Series-—4
AN INTENSIVE COURSE IN MALAYALAM
B. SYAMALA EUMARI
CENTRAL INSTITUTE OF INDIAN LANGUAGES MANASAGANGOTRI, MYSORE-570006 R«tPublished: November 1981 Kartika 1903 , ©Central Institute of Indian Languages 1981
No part pi this book should be reproduced in any form without written pennission from the Publisher.
PUBLISHED AT THE CENTRAL iNSTinrrB OF INDIAN LANGUAGES, MANASAGANGOTRI, MYSORB-S7(J60^ BY D. P. PATTANAYAK, DIRECTOR AND PRINTED BY THE" MANAGER, OF INDIA PRESS, CCSMBATORB, 641 019. ; ••-.••.^^•r r.v * FOREWORD ; > . ^../;,. The Central Institute of Indian Languages was set up on the 17th July, 1969 with a view to assisting and co-ordinating the development of Indian languages. The Institute was charged with the responsibility of serving as • a nucleus to bring together all the research and literary out-put from the various linguistic streams to a common head and narrowing the gap between basic research and developmental research in the fields of languages and linguistics inlndia. The Institute and its five Regional Language Centres are thus engaged in research and teaching, which lsad to the publication of a wide-ranging variety of materials. Preparation of materials designed for teaching/learning at different levels and suited to specific needs is one of the major areas of interest of the Institute. Basic research relating to the acquisition of language and study of language in its manifold psycho-social relations constitute another broad range of its interest. The publications will include materials produced by the members of the staff of the Central Institute of Indian Languages and its Regional Language Centres and associated scholars from Universities and Institutions, both Indian and foreign. The Central Institute of Indian languages has initiated a Basic Course Series in major Indian languages to provide suitable and comprehensive material for learning and teaching the language concerned for Indians. In a language teaching situation, the teacher is expected to combine the roles of a psycho- linguist, socio-linguist, linguist, language pedagogue, a creator of materials, a literary critic and a testing and evaluation expert. Most of his competences are naturally reflected in the materials, which simultaneously are graded from simple to complex, known to the unknown and contrived to the natural. This is a very difficult task. After research and experimentation we have come out with more questions than answers at each stage of the material. For example, how basic is basic ? What is grading ? In what way can linguistic and cultural matter be graded ? Is question, with which most learning begins, simpler than statement ? How does one move from a purely language based competence to creating litrerary sensibilities ? How does one build into the material conceptual prose ? How are lessons to be presented ? VI Should the translated discourse structure be made to look similar to the origi- nal discourse structure ? Questions such as these have been answered diffe- rently by different teachers and researchers. This search is a continuing phenomenon^ Therefore, these materials represent our unfinished education in this area.
ii. An Intensive Course in Malayalam The format for the basic course is the result of a consensus arrived at by the lecturers and principals of the five Regional Language Centres of the Insti- tute engaged in thelteaching of major Indian languages. This is the product of almost eight years of teaching and research. This format is flexible and has left much scope for individual authors to innovate. If these courses help the desirous to learn and stimulate those interested in applied linguistics, with special reference to the teaching of Indian languages as second/foreign languages, then the Institute would feel rewarded. I congratulate the teachers, the trainees, the supervisors and the press and publication people who have brought out the publication in a creditable manner.
DEBI PRASANNA PATTANAYAK Director EDITOR'S NOTE Malayalam is the language of Kerala. It is spoken in all the States and Union Territories of India. Speakers of Malayalam are found all over the . world. . Malayalam belongs to the Dravidian family of languages and has a highly cultivated literary history of its own dating back to 11th or 12th cen- tury, A.D. While the native speakers of Malayalam are known for their enter- prise, and their eager acceptance of dynamic ideas and a universal outlook, the language itself is marked by a tremendous variety and vitality in its modern literary growth. Malayalam language bears a convincing testimony to the development, the expression and the flowing together of both Dravidian and Aryan traditions. And Kerala continues to be a land of confluence of different religions and ideologies. Malayalam language fully reflects this confluence in its vocabulary. While some language learning materials have been published in the past for. the learning of Malayalam as a second/foreign language, the present work An Intensive Course in Malayalam is distinct from all the above. For the first time, a grammatically graded, and comprehensive second/foreign language learning Malayalam manual is available. A deliberate control of the situa- tions, structures, and vocabulary is attempted effectively in this book. Since a second language student would benefit greatly by a mastery of the script of the language he is learning, the book adopts a method of presentation which demands a previous knowledge of Malayalam script. This knowledge can be easily gained with the help of books referred to in the Introduction. While in the past IVialayalam has been learned by speakers of other lan- guages largely to attend to their immediate transactional needs (notable excep- tions are easy to identify), in recent times, a large number of school children and others have begun to learn Malayalam, not only to meet the immediate'or prospective transactional needs but also to enjoy its literature, and to partici- pate in and appreciate its cultural and ideological milieu. Hence, the present volume aims at having a balanced blend to meet the requirements of both 'nstrumental and integrational demands: Language teaching, in some sense, is an artificial activity. It requires breaking the global language into, at times, even arbitrary units. The books vii Vlll in the Intensive Course Series are no exception to these inevitable consequences of the model followed. This was, however, borne in mind all through to keep the artificial element under control. Each language learning manual in the Intensive Course Series coveis the 'basic' structures of that language used for certain identified topics of com- mon interest. Lessons are generally presented in the form of conversations. These lessons are grouped under various units. The variables for the choice of dialect through which the materials are presented, the methods for the administration of exercises and drills in the class, and other tips for both the teacher and the learner would be found in the Introduction. It should be emphasized here that the Intensive Course Series is an integral part of the scheme of language teaching of the Regional Lan- guage Centres of the Central Institute of Indian Languages. Books in the Intermediate Course Series and the Advanced Course Series are an extension of the books published under the Intensive Course Series.
M. S. THIRUMALAI PREFACE
An Intensive Course in Malayalam is meant for the adult learners who would like to learn Malayalam as a second/foreign language. This book, in its many versions, has been tried out with several batches of learners belong- ing to different mother tongue groups, and has assumed the present shape after a long process of designing and redesigning," writing and rewriting, and editing on the basis of learner reactions and responses of a varied sort. In the preparation of this book, I am indebted to a number of people who include my supervisors, students, colleagues and dear ones. I am most grateful to Dr. D.P. Pattanayak, Director, Central Institute of Indian Lan- guages, for his guidance in every step during the organisation of the format and content of this book, for the stimulating discussions I had with him with regard to various pedagogic and linguistic strategies that underline the pre- paration of this book and for his constant encouragement in taking up this work and completing it. I owe a deep sense of gratitude to Dr. M.S. Thirumalai, Deputy Director, Central Institute of Indian Languages, who with his unfailing perseverance, guided me in the various stages of preparation of this book starting from the very beginning up to the proof reading stage. But for his persuasion and timely guidance, this book would not have seen the light of the day. I should record my profound thanks to my husband Shri K. V. Srini- vasan, University of Mysore, who from the point of view of a linguist as well as that of a second language learner of Malayalam helped me a lot with his comments and criticisms in deciding the form and content of this book. I have to specially acknowledge my several batches of Malayalam students on whom these materials were tried out and who taught me a great lot while they learned Malayalam from me. I am also thankful to my former and present colleagues of the Regional Language Centres and the Central Institute of Indian Languages whose ' opi- nions and comments helped me considerably in preparing this book. Among them I would like to specially mention the names of Dr. U.P. Upadhyaya, Dr. Reginald Soloman and Dr. S. Rajaram. I must now thank my teacher Dr. V.R. Prabodhachandran Nair, Pro- fessor, Department of Linguistics, University of Kerala who reviewed this book in its manuscript form and gave several constructive suggestions. 2—3CIIL/M/8O , . I am also grateful to Dr. E. Annamalai, Deputy Director, Central Insti- tute of Indian languages and Dr. K.V.V.L. Narasimha Rao, Principal, Sou- thern Regional Language Centre for the discussions I had with them during the preparation of this book. I also feel indebted to my former and present colleagues of Malayalam faculty of the Centre, Dr. R. Veera Manikanthan Pillai, Dr. (Smt.) L. Vimala, Dr. P.T. Abraham, Dr. K. Regu and Shri Saratchandran Nair who used these materials to teach Malayalam to the learners in the Southern Regional Language Centre and enriched me with their comments. I am greatly indebted to my parents, brothers, and sister and my teachers of Malayalam and Linguistics who always inspired and encouraged me to have a deeper insight into Malayalam language and literature. I must also thank the scholars and writers of Malayalam whom I chanced to meet and with whom I had many useful discussions relating to the teaching of Mala- yalam to non-Malayalis, during my visits to several parts of Kerala, while accompanying my students for their Language Environment Programmes. I immensely thank Smt. K. Vasanthy and Kum. T. Radhamoni, former and present Malayalam typists of the Southern Regional Language Centre for copying and typing the manuscripts of this book several times on all occa- sions of revision and finalisation of the press copy. I also thank profusely Shri T.S. Venkataraman, Manager of the Press, Central Institute of Indian Languages, the Publication Unit of the Institute, and the Government of India Press, Coimbatore for the efforts they took in bringing this book out. I am grateful to Sri N.H. Itagi, Central Institute of Indian Languages for designing the jacket. Most of all, I am in great debt to my loving sisters-in-law Smt. Chaya Satyanarayan and Kum. K.V. Anasuya who shouldered all my responsibilities elated to my household and my three kids, while I was immersed in the prepa- ration of this book and its field testing for more than eight years. I shall be extremely grateful, if the casual readers, second language learn- ers/teachers, professional linguists, materials producers and critics, who would read this book, send their comments and criticisms along with suggestions for further improvement of this book.
fill; f' JWj!^ i* ^ &:i ! >>«'•• -r"<< •. ••'.xtlii... •.<•»..;• :.);' '•!' • .-• •• •..'",.-. .INTRODUCTION ..,,,„; .,-.,_. .,,. ^V;,;,,- .
Learning a Second. Language Acquisition of one's mother tongue is a natural phenomenon for a human being. When a child acquires his mother tongue, the acquisition is a slow and gradual process, and it happens quite automatically. The child is not aware that the process is taking place. He does not at all feel any burden or un- easiness. But this is, not the case when an adult has to learn a second/foreign language within a specified duration of time. The problem becomes more acute when the learning has to take place in a situation where there is not much of an environment of the concerned language. In such a context the learner becomes conscious at every step that he is acquiring something new and finds himself in a difficult plight. It is because of this that many people are tempted to make the statement that'a second/foreign language cannot be learned within the four walls of a class room, and that it has to be acquired in the natural environment. Exposure to the language environment, no doubt, is the most ideal situa- tion for the acquisition of a language, but equally important are proper motiva- tion on the part of learners and carefully prepared instructional materials. It is in this direction an attempt is made in this book to provide the adult second language learners of Malayalam with, what could be termed, syste- matically organised learning materials. The three principles, namely selection, gradation and presentation, which a materials producer has to bear in mind, while preparing a text book, are taken note of and applied with meticulous care in the preparation of this book. The teachable items are presented on the basis of sound pedagogic principles, namely, a progression , of items from simple to complex and from known to unknown, and the rele- vance of the given linguistic situation. Thus, the learners would find themselves being led to the language in a graded manner. This book would also help the second language teachers of Malayalam in their efforts to transfer Mala- yalam language habits to adult second language learners. Objectives This Intensive Course is meant primarily for the teacher trainees of Sou- thern Regional Language Centre of the Central Institute of Indian Languages, (xi) xu who do not know the language earlier. This is the prescribed text for the Basic course of the three phase ten-month course of 1100 hours of instruction. The other two phases are Intermediate and Advanced Courses. The Basic course extends over a period of 14 weeks with 450 instructional hours. At the end of this course the learners are able to achieve the following objectives: 1. To perceive and reproduce the sounds and their meaningful sequences, which means identification of the sounds in their meaningful sequence, discrimination of the sounds in their meaningful sequence, and oral reproduction of the sounds in their meaningful sequence. 2. To form orally sentences from given patterns and lexical items. 3. To converse with the teacher and with fellow trainees on specified topics under controlled situations. 4. To narrate specified events and topics orally. 5. To read simple and graded passages with comprehension, which in- cludes the recognition of the letters of the alphabet in isolation and in sequence, and the comprehension of passages containing simple sentences. 6. To write simple sentences and guided compositions on specified topics, which means the writing of the letters of the alphabet in the initial stage followed by words, and sentences and the writing of guided compositions on the basis of the cues provided. Of the above objectives, this Intensive Course is meant mainly to achieve objectives from 2 to 4. To realise the first objective, the learner has to rely on separate phonetic drills tailored to meet the requirements of second language learners. Such drills are available in Malayalam Phonetic Reader (1972, published by Central Institute of Indian Languages) which is a companion volume to this bopk in learning/teaching Malayalam sounds. Similarly, to achieve a part of the objectives 5 and 6, namely, learning/teaching Mala- yalam script, the learner/teacher may make use of the C.I.I.L.—K.V.S. Mother Tongue Series—APNI BOLI Malayalam level I set which consists of a Script Book, a Copy Book, A Text Book and a Teacher's Manual. Though the above books are prepared for children learning Malayalam as a mother tongue in Central Schools in India, they could be effectively used by adult second language learners als6 because the Malayalam letters are presented. Script Book and Copy Book on the basis of similarity of shape of these letters and the handmovements in writing them. The learners would do well xm to learn the Malayalam script hefore they commence using this book or learn it simultaneously while using this book. In the Regional Language Centres of the Central Institute of Indian Languages, script is taught simul- taneously with the spoken language from the very beginning and it is found that the learners are able to read and write the letters in isolation and in sequence within 15 to 20 hours of script teaching. . Since many Indian learners of Malayalam are familiar with the Deva- nagari script, first few lessons in this book are provided with transcription in Parivardhita Deranaguri using extra symbols to represent the different Malayalam sounds so that they can read from the first day of their learning, the sentences they orally practice. The help of a teacher or a native speaker may be sought to realize the exact sound value of the symbols used to indicate Malayalam sounds. As regards Malayalam, the script used is the conventional one and not the revised script. The modifications made in the conventional script to derive the revised script are indicated while presenting the Alphabet after this introduction. Structure of the Book This Intensive Course consists of 25 units which contain a total of 75 lessons. Each unit, except the last one, revolves around a bundle of related grammatical features which form a major structural chunk of the language. Each lesson, in its turn, deals with one or more sets of teachable items which are the structural bits that make up the whole, called language. This book is, thus, based on a structural syllabus in which the structural bits form the basis for gradation. Both morphological and syntactical features are taken care of by the term structural bits. The number of lessons may vary from unit to unit depending upon the structural bits that are focussed in the lessons. Once a set of related grammatical features are presented through some lessons, a review lesson is also added, either as the last lesson of a single unit or at the end of two or more units. A review lesson introduces no new tea- chable items, but only reinforces the items thus far included in the lessons reviewed. The 25th unit of this book contains only review lessons with free ' style conversations. Structure of a Lesson A lesson in this book is made up of a conversation, drills, exercises, voca- bulary and notes in that order. The Conversation introduces the relevant structural bits using a context of meaningful interaction. While controlling XIV the linguistic structures, an effort has been made to present as natural a situa- tion as possible. There are a few conversations that centre around the formal class room situations in learning/teaching a second language, while the rest present conversations simulating real life situations, such as conversation between mother and child, father and child, husband and wife, brother and sister, between friends, .between colleagues, a journalist and a political leader and a leader and a common man, etc. The language variety used for conversa- tions and other purposes is the standard colloquial as spoken by educated Malayalis in Trivandrum district, Kerala. The English translation given for the sentences of the conversations has no one to one correspondence structu- rally or stylistically but is intended only to convey the general meaning. Our strategy, while stressing language learning through practice of simulat- ing real life situations, also emphasises that learners should be given ample opportunties to express their own ideas and opinions and chart out things for themselves by conversing with the fellow learners. This prepares the fore- ground for the practice of real life situations in the world outside the class room. Because of the above reason, there are also characters and situations in this boqk which are not typical of Malayali environment and Kerala con- texts, but are essentially relevant to the use of Malayalam language by the adult second language learners. Drills are provided for the oral practice of the teachable items introduced in the conversation. These enable the learners to internalise inductively the rules governing the structural bits in relation to the language. The practice of the same results in an automatism of the linguistic pattern introduced, and the learners are led to the production of meaningful utterances using the struc- tures focussed in each lesson. Drills in this book include the following types: 1. Repetition drill - - 2. Build up drill 3. Expansion drill 4. ' Substitution drill 5. Restatement drill 6. Response drill 7. Transformation drill 8. Combination drill .:-\ •/ss.if.-o ijjjpwn; ••« 9. Split up drill - "i>
While drills give practice to the learners for mastering the linguistic rules by automation, exercises are meant to find out whether the learners have imbibed the rules which they practised inductively. So, it is necessary that exercises are attempted only after administering drills. Exercises can be work- ed out by the learners both orally and in writing. The exercises are of different types, testing the learning of various elements of grammatical features from sandhi to formation of sentences that make up a conversation. Types of exer- cises included in this book can be summarised as below: XVI .. .-. -
1. Combine the given forms. 2. Split up the given forms. . " 3. Write the contracted forms. 4. Write the expanded forms 5. Fill in the blanks selecting the correct forms from the choice given. 6. Fill in the blanks using the correct forms of the given words. 7. Fill in the blanks suitably. 8. Restate the given sentence following the model. i 9. Restate the given sentence as per the directions. 10. Form similar sentences following the model. 11. Expand the given sentences using words supplied/additional words of your own. 12. Transform the given sentences as per the directions. 13. Construct sentences from the given frame of tables. 14. Match the given parts of sentences. r' 15. Group the sentences in related pairs. 16. ' '•• Complete the given sentences. 17. Combine the given sets of sentences. [ 18. Split the given complex/compound sentences to simple sentences. 19. Respond to the given questions appropriately. 20. Respond to the given questions by giving affirmative and negative answers. i 21. Put questions for the given statements. 22. Respond to the given statements, exclamations, etc., appropriately 23. Match the.given sets of words. 24. Group the words in related pairs. 25. Use the given words and usages in own sentences. 26. Mark the correct statements with reference to the conversation of the lesson. 27. Answer the given questions with reference to the conversation .of the lesson. 28. Respond to the given passage and fill up the blanks. 29. Respond to the given passage by preparing appropriate rejoinders. 30. Fill up the incomplete dialogues. 31. Prepare a conversation on the basis of the cues given.
M XV11 As in the case of drills, exercises also have specific objectives For example, exercises 1 to 4 test the operation of internal and external sandhi and formation of compounds and sentence segments. Exercises 5 to 7 relate to the mastery of selectional restrictions among the parts of a sentence and different types of derivation and inflection in addition to testing the use of vocabulary items. -From exercises 8 to 18, the emphasis is on the testing of the ability to form various sentence patterns, their manipulations, inter-rela- tionships and interpretations. Exercises 19 to 22 test the mastery of putting questions and giving answers and providing appropriate responses to given stimuli. Exercises 23, 24 and 25, test the comprehension and use of vocabulary items learned. The rest of the exercise types test comprehension in general and use of linguistic patterns in appropriate situations in particular. The vocabulary section includes the words that occur in the conversation for the first time. They are entered in the order of their occurrence in the conversation. The meaning of the vocabulary item is given in English and is most often restricted to the context in which it occurs in the lesson. In the case of certain verbs that occur in their past tense forms, the verb stems are also given in brackets while listing the vocaulary items. The index provided at the end of this book lists, in the alphabetical order, all the words, which appear in the lessons. There are a total of 1,869 words in this index. They are also identified for their first occurrence in a unit and a lesson. Tn most of the cases the majority of the words in a lesson, more or less, belongs to the same semantic field, thus facilitating ready recall by the learners. The users of this book may also refer to Recall Vocabulary in Malaya/am—Semantically Classified (Central Institute of Indian Languages, mimeographed) and Hindi- Malayalam Common Vocabulary (197'3, Central Institute of Indian Languages), as additional sources for learning Malayalam vocabulary. The Notes give information pertaining to grammatical as well as cultural features. Grammatical notes are given as explanations from the point of view- of function. Each of the structural bits newly introduced in the lesson finds a note on it with illustrative examples. When felt necessary, cross references are made with respect to the preceding notes in the same lesson or in the previous lessons. While explaining a grammatical point, use of technical terms is kept to the minimum. This Book as a Generalised Course Though this book is the prescribed text for the Basic Course phase of learning Malayalam in the Southern Regional Language Centre, it could be XV111 easily used for any generalised second language programme in Malayalam both by adult learners and their teachers. The teachers would do well to expose their students to additional materials, prepared closely in conjunction with the structures employed in a particular lesson. These materials may be used for the development of all the four language skills: listening, speaking, reading and writing.
Method Suggested While pattern practice through different types of drills goes well in a structural method, to get best results, the teachers should, depending upon the background and capacity of the learners, adopt an eclectic approach that integrates the various techniques found in different methods. Development of reading skill includes both loud reading and reading for comprehension. In a second language programme loud reading helps acquiring correct reading pronunciation which in turn helps the mastery of morpho- phonemic complexities generally reflected through changes in letters. Good reading pronunciation will also lead to development of speaking skill as far as the above aspect is concerned. Recitation of poems is another relevant activity in this regard. For the development of reading comprehension the passages should be prepared/selected and edited in such a way that they are both interesting and informative. Such passages should not contain, or should contain only partly, the contents which are already known to learners. The exercises that follow the passages may consist of both objective and open ended types of questions. Regular and balanced testing of all the elements with respect to the four language skills is a must in any language programme. For that the teacher should be well acquainted with various types of tests. This book also con- tains, as an appendix, a model objective test paper on Malayalam structure. The test paper consists of 100 bits and should be completed in one hour. As for developing the writing skill, the teacher may consider preparing various types of materials such as those for script teaching and composition writing. It is advisable for the teacher to practise giving dictation from the very beginning, starting with words, phrases, sentences and, finally, passages. While giving dictation, various sounds attached to each letter (different sound values according to the initial, medial, final, etc., positions in which a letter occurs) may be kept in mind and the teacher may choose such words and sentences which are likely to be more diificult, hence requiring more practice. • " • xix .•. . ••;>, Some examples for these are words with aspirated stop sounds such as 6um1, OJDOO, Gdir>ejo, tuooo, raujooftcroi, ecaJo.crooeaio, words containing nasals plus homorganic stops such as (sracnjigsi, ruarsKS),,, cusni", sisip^ano, cua>jgo, ffismoejo, CSTBOCOO , etc., words with intervocalic voiceless stops such as 6)<&orm1, ruo.oja.0, fiJAnio, etc., and ones with consonant clusters represented by conjunct letters such as oa>(Q2>°, -aJisgriJ, culeuaudb, 6i6)orura(jny1, etc. When the objective of the learner is only to master the ability to represent the letters correctly, it is better that the teacher adopts the reading pronuncia- tion while giving dictation. While giving passages for dictation, the speed may be maintained in such a way that the learners may listen and comprehend the theme and then write, instead of mechanically taking down the passage word by word. Training to write guided composition on the basis of word cues, sentence cues and picture cues should also be given. The free composition writing should start from the account, of personal anecdotes of the learners and then move to more general topics. In addition to the materials for developing reading comprehension and writing compositions, the teacher may also have materials to increase the speed of reading and writing. Lastly, for the development of any skill, to avoid the monotony of second language learning through various types of drills and exercises, and to accelerate the learning process, the teacher should]make'use]of audiovisual aids such as tapes, records, cards, pictures, slips, charts, models, film-strips, etc., and should involve the learners in activities such as role play, narration, discussions and debates. Interesting news items and cartoons, etc., from contemporary newspapers and periodicals may also be imaginatively used for effective imparting of language skills. To the Learners The learners, who would like to use this book on their own, may see to it that all the drills are practised in right earnest in the order they are given. In this context they are advised to seek the assistance of a native Malayalam speaking model or lessons recorded on cassettes to be obtained from the Cen- tral Institute of Indian Languages, in addition to other source materials refer- red to earlier in this Introduction. Listening to the lessons available on cassettes/tapes and to Malayalam programmes of All India Radio from its Kerala Stations, seeing Malayalam films, and reading contemporary periodi- cals and books published in Malayalam will facilitate the acquisition of this language. MALAYALAM ALPHABET VOWELS
CONSONANTS 611 CO o&J 60B
-QJ .QXd 88 (DU) 6T0) S O (U) CU9 OT (0) LD G O) Of)
oJ CLQ 6Y1I (8 (2) CD) (D QJ OJ 09 a±l (TU aO g » O
XX xxi Consonants with Secondary Symbols of Vowels
tft> CSJO dftfl cftji c9i- g 6)6)c9>
S)<&,'D I tBi'D eft>o <&>:
61J 6110 61J1 611*1 61J 61Je 6)6U C6U 6)6)6U 6)6110 G61J0 6)611 CO COO COi CO"! CD . ^ 6)C0 CCO 6)6)CO 6)C00 CCOO GKnvjuiy coo co: 6)r»ej 6)6)"GJ 6)"GJO Cf»CJO 6)t&i 6T3 6130 6Y31 6I3°1 6T3o 6)613 C6I3 6)6)613 6)6130 C613O 6)6B13/613 6)6)nJ GiiJO ^ o(7> J^O. Giifl) jaTOo SO Si 6)S CS 6)6)S 6)S0 CSO so) So SfiJVJDO 6)«3\JDl3/(iJXJUJ) «5XJDo 6TO) 6TO)0 6TO)1 6TO)°1 6^ 6TO)8 610)^ 6)6TO) C6TO) C6T3)0 6)610)1) /6TO)n) 6TO)o 6TO): S SO Si S°l S S. 6)S CS 6)6>S 6)S0 CSO 6)S O OO Oi O°\ O,, O, 0.6)0 CO 6)6)O 6)OO COO 6)011/0") 00 o: CUD CUJO 6)CU) COJU 6)6)CU) 6)CU)0 CCUJO cu>o cu>; xxu CUD CUDO cuci cusfl cu 6TD 6mo 6TT)1 6TT>1 6TTO 6rra> LD LDO LQi LDi LQ LQ0 6)LQ CLD 6>6>LjO QLQO CLQO LQo LD." 8 SO Si ST 8 SQ g 6)8 CS 6)6)8 6)30 C80 CJU COO (JUi OUi CJUe 6XJU C(JU 6)6)CJU 6)U)0 <5O)0 6) CD CT>0 ml CD°l OB (TO) (T) 6)00 CCD 6)6)CD 6)CT)0 CCT)O Jen's mo cm: • o_l1 6V»J CoJ 6)6)rU 6)nJ0 6)oD0 (BtxDO oDo 6T1J 6TLI0 CS6TU 6)6)6T1J 6)6I1JO G61flJ0 6nj: eo el @°)- g (g § 6)@ ce 6)6?e. 6>eo ceo 6)G ffl (BO (Hi ,( 6)CD'n)/ fflo CO! -•-,<• • -ft . > XX1U OQ) QQ)O O&fl QCllT Q$ W>e QQ^ 6)Q0) , COO) 6)6>0Q> 6)00)0 ". COQJO CQ>o CO): too roi ro°i (!B (23 6)o cro 6>6)ro 6) 6)PJI)/GJ'!) Ol CLIO OJI OJ*I O) OJO Cy 6)OJ COJ 6)6)OJ 6)QJ0.' CC1J0 / QJ: , C/DO (/Ol UOi yg> J^ (g) 6)Crt) CCrt) 6)6)C/D 6)C/D0 c/0o uo: ^ ^ 6)ollO on: * cro croo ca>1 .roi cry cry a^ 6)cro ccro 6)6)cro 6>cruo ccroo cro0 cro: CnT) 6)g Cg 6)6)g 6)gO GgO 6)giD/g 1 » S>0 «>1 S>T ^> (Po 6)«> G<$> 6)6) 0 G«>0 e)*^/* !) «Po 9'. O OO Ol O°l. Q CJ 5)O GO 6)6)0 6)O0 GOO 6)O")/O(D Oo o: xxiv CONJUNCT LETTERS fo> fy <& la IB c/r> S3^ (g, 6RJTO) § (S . RJB 8dB 5mjD rap roffi(0) ^ onJ rtsro w> (jo) g , @b s,i (3 SJ (3 no) onn CB cruu cm OXJ OB cn^ cnj si (5 am . mi au ffl qgj fll 9d ay • !' ' OLD REVISED c£b HO no fig nnj rn\ijj CONTENTS Foreword V Editor's Note vii Preface ix Introduction xi Maiayalam Alphabet XX Unit Lesson Page i- i 1 1. wnooJ meJCQJOgo ojis^oroLQioQiosnro" 2. 3. 6>CDnOuQ g)fLJ 5. o*Jej1o»6>s ooaj^oi 78 6. cfmsoBOa ajejor>o| 2 7. isfimi O^(^)CQJOOQ}1 ? 99 u 8. (3»m>osni) ^jcmimoajomertjro. cuis" 112 3 9. gOT ojT§" oui6iJBg(xs(ir)06rre° 125 10'. OB, a.1§" ^.tf^anosro" ' . 137 11. (BIDCQJOOo <^)(JS) ODgyojCD06nO° 1 146 4 12. rawoojooo ng)(r>1 13. &06TT) 14. i^cnnc/DOEj 5 15. OJ"1§1(I^ iiaB)6)(op6)ca«)CsjJ6n|0 ? 187 16. nil)C[Q) GCU6T77o ? 17. g xxvii 3—3 CIIL/M/80 xxviii Page 19. <3TD6>(Q)06>iSSI 6tOTOTBg6>S gDfi^(3T0)105 Olif 223 20. raiooft Q|o (mooioro1c9S)(iB@u 235 21. , a>osn!>aiTo3, orocnc&ottiaiaaaflc* : '. 248 22. croicnitti &o«maT)o <• '•••'•. 261 2 3. o_l.a=J6>OJggo c9iSi C061OOOO ? '274 24. ': ';281 25. (micmoriS? ' '"288 26. oro1cn(DOQ° aiejidssiooft ruosigj ' 296 27. (T)i63BOo<96)OiC2)0Q[D0? ' 304 28. onosefco te>06m6roo ' " ' ' 314 29. *'•' 319 30. 34. orocflffigaio • 368 ' ' 35. - • 37 6 '3 6. • ' 387 10 37. 400 38. 39. 428 ,40. 440 .11 ,41. ai°l§1s>ej 449 . 42. cruoejo mooOo 463 • 43. 477 44. a'aoo, (snJ^|1o(j)o 490 45. 46. 515 xax Page 47. 12" 48. faroojA cr\)o(scr)an1^j cnjooa/legj? "• 536 ,.••:: • . ,:• -.;•.;•:} •.':.'•.-. <: • • ':;,- ' " -S" 49. (3Toaioaas° onT aJoenjTa36»ta.o§ORiro) oniigj 550 ',:••- v ••••:. •••- ,' .-»••• 50. ojro"t(ftM s>i6njTO)(sgjaj)gg ? 564 51. osoej1(2-|(fl(. 581 IS 52. enJo6m6)(Ba,1(5b 6>o-joa»°c - - v . ..'*., • • ':''. 53. m«> 6>n_l<5J>0<0& 6)aJCg)6)§ : ''. .-.'.' • - ;'-'6O4' * ' • '• • • . - - •. '.' v •'•-,('• 14 : 54: tsrji§o nJoai g&neoaQcm' roocu ' " 618 . ' . • : . • ,. . • • ':...:?. ; 55. csso6m1aj)6)s .flio^ftjo^"' ; ' • • •' : '•• "••'•63^4' 56. rsrc>fyo/loi»0 gDo^flgg LD 648 15 57. rtnirofflfflnsTOTSf}^ oruxiOfnotaLQi 65 8 5 8. rataroroinj ^§g2 cncmocoojo? " 673 16 5 9. a-KPOQ) 6 0. €&>£jocE 17 61. (or^T orojoflSKjTO^o 715 18 62. fficyajicv cncoroiimnitoJ - 728 19 63. 744 64. raTacgaDo cTU£ao 20 65. ^@o ggronoOftjoajo' ms<9«)OQ6n60ccy1ro3cno 763 21 66. goa cft.eJi06rDo CDS^©C9. cmsiom eai6mo ' 774 22 67. (Btanjcn nJoT 23 68. (sroru n_jas c&)ixi 24 69. fDotBixjroTnno a_i(jra)6neoo o»)Ooo6neT(ni a^^raiCTaJganosmoig) 808 7 0. oo6TT)1aj)o, oraaaiajio 6>ocxDi(aSooj 26, 71. cooocyyejiaej (srawimnni • , '•' 823 72. Appendices 859 Appendix i Word Index 861 Appendix ii A model objective test paper on Malayalam Structure 889 Appendix iii Grammatical terms used in this book 903 '...:&:•: 'if UNIT 1 LESSON 1 OiaiCQJOgo CONVERSATION This is the Malaya, lam class. sitaodb I am a Malajtalam teacher. My name is Madha- va» Pillai. 9 Who are you? 4—3 CIIL M/80 •, I am a Malayalam student. nVl6m3<26>s cajsxaannosnro" ? What is. your name? ;u csoionnnJ ejo6>ejonr)06rTOu. My name is Mohan i , Lai. ? . Who is this gentle- man? gDcgnOo i^/aji. iswnjottsb cTvjogo He is Mr. Jayapal oja6nou. Sahu. Sahu is a Telugu student. : croo*, ratocgnDo raoiroosna0 ? Sir, who is that gentle- man? He is Mr. Ram Rao, the Kannada teacher. rara)roo6nau, caofioria ? Mohan, Who is this lady? mails'0 o/lsio&Loiorn AEJ She is Kala, a Tamil student. Sir, who is that lady ? She is Mrs. Sarada- mani, the Tamil teacher. orooft, (TTxtiTM'0 ^joaoromosrra0 ? Sir, which is the Tamil cliss? mails'0 ^oaru" rararaiosro". That is the Tamil elass DRILLS A. Repetition drill a. 1 arooofl mejoo>o§o 3TR -M^ 2 3 (BTOGgnOo aruoaoaio6rra°. f^rsrrf«T MY snprw' i c«)oro8omsrDioQ)06na0. <9>onr)cu) b. 1 rrVi6!si3Oo 2 6rmorii 3 (BTOCgoOo (aT3)f006rti)0 ? 5 rarog)0 7 ffl&jcoogo 8 oaoraso(H6rr)1 C. d. e. Sandhi Practice , -J- (313)600° + arm" ejofoi >! • ejonejorra" >.•• + fSTBCLKOOSro" GOcLxoosra" rata (jD rffrsjnB" + + • 3 oruoaQ (3T3)6TTD° croaaocuosra" • ooaj STOOD A,0oj1 + • B. Build up drill Model 3TI«f I o' OJTamoralLD1CT>1 ce>ejQQ)06rroo. «ejej0Q)06r»o I 2 (OOfDOOClj «9>CTT)(U> <9>onoajo ? 6)S <8nJS)tOCT!51OSrrau CnJfi33o C. Substitution drill Model 6IWOCT5 c6>£J 6T!I)Ofl5 ofT'T ^ (TUOgiQ oftn fRPnooiT »(BMW ft I "I I (T)i6313Oo 0111 OOTSOBOO ; ' ' f ' , . -••-• * f. 1.0. c&CTDOJU oooras 7 Cr)i65S§6)S OnJflB" nQ)Cim06nao. mocucurfl rooaioocij D. Restatement drill Model 1 a>omcu> t 1 armoni aiejQQJOgo c8Drasomsrr)laa>06nB0, 11 2 ggegnno jsoQJruorai oroonociJ06na'". Model 2 6TO)OCi5 1 snnooft • 5TR ^ t 2 snnooft 4 OrVlfflSBOo C/!)Of0S0IE6m1CSJ)06n9o f'T'mf' t E. Response drill Model 1 snnorti r 2 ? 4 snnodi Model 2 1 fij)(Bis>(ju^or»_i1ca.0Q)oroDfflriDlJ ? Model 3 <9. Model 4 Model 5 EXERCISES I Combine the following words. 2 3 rr>i63T30o 4- 14 + *$£ + =F5SRT + + II Fill in the blanks selecting the correct word from the choice given. 1 tsracgnno—•—c3t9)6no0. 2 (BTOU3^Onj •jj| Ill Rewrite the following sentences according to the model. Model 6riS)O(DO6TOc 15 £D0CJU(U0D06rrao 2 610)00(5 <&>ejca)06nac. 3 4 7 foomoooj fspwj(t*|i||uT". t. IV Respond to the following questions. \ 2 I'. It I V Give one question each for the following statements. 1 «Dgp° 3 CT)T6318SS)S 4 f5TBOJ(3 6 CT)i63B§osrra° n^sidbo VI Answer the following questions with reference to the conversation; 2 aoorosomsmi 3 (arejroosrto0 -y •a cruogo VOCABULARY 'this' (third person proximate neuter pro- noun) ^ 'Malayalam language' 'class' 'is, are' present tense of 'to be' verb 17 610)000 T (first person singular) 'teacher' (masculine gender) 'my' tig) mo" 'a quotative particle.' 0D160T3OO 'you' (second person singular honorfiic as well as plural) 'who' . 'student' (masculine gender) Cni6313|!6>S 'your' 'what' 'he' (this gentleman) (third person proximate masculine singular honorific) enneja" 'Telugu language' 'he' (that gentleman) (third person remote masculine singular honorific) cruoiS 'Kannada language' 'Mr' 5—3 OIIL/M/80 18 gDOIfi 'she' (this lady) (third person proximate singular honorific as well as common plural for third person (human) 'student' (feminine gender) 'she (that lady)' (third person- remote feminine singular honorific as well as com- mon plural for third person (human) (31000,1,0(1-11 eft 'teacher' (feminine gender) 'Mrs' 'which' (BTDgj0 'that' (third person remote neuter singular) NOTES 1.1.1 This lesson introduces two types of sentences with 2 6T5ioriJ I am a Malayalam wosaau student. oTPT TWTToSJT b. Genitive case (possessive) of I or II person+Noun+Noun+Quotative particle a^cm" ^T /Interrogative Pronoun ^§m" $>£ + 2 noi6W3§s)s eruRu" ti4)0fijiosnB0? What is your name? 1.1.2 f3t5,6no° ^fm^ is the copula verb connecting two nouns or noun phrases or pronouns and nouns to form an equational type of sentence. (3ra>6rra°, annf* form is the present tense. The relevant verb stem is rarajcflj" STR> 'to be'. In literary and formal styles rera>6na° %ju? has another form as 1.1.3 Note that snnoofl STR the first person pronoun changes into when the genitive case suffix —«o_ <^ is added. 'I' ogjswiJo 'my' Another genitive case- suffix is—gs>s g¥- as in cT)1a3t3Oo 'you' >• CDISDB^SIS 'your' 1.1.4 Though the verb usually occupies the final position in the sentence as in the examples of 1.1.1 it may be noted that word order is not rigid as seen below. 1 go®" majcowgo f&ocroosro°. This is the Malayalam 2 <3io However, please note that in a sentence the word that is immediately preceding (m6™" wi gets the extra emphasis. 1.1.5 Whenever the name is stated it is obligatory to add the quotative particle OL^CTO" ^ (It is the verbal participle of verb "3)ri* ^ 'to say') iBoooajoinji §g My name is Madhavan Pillai. 20 1.1.-6 In natural speech it is very common in Malayalam to club together two or more words. -f- -\~ mi6ijr3goroosrta'' -f- STFT* 1.1.7 When words are combined as shown in 1.1.6 there will be changes in sounds due to different operations. Note the three important operations of such sandhi in the words that occur in the conversation of this lesson. i Vowel2> Zero+Vowel2 Vowe^ is the final sound of word1; and Vowel2 is the initial sound of word2. Vowela in the above exemples is Vowel2 can be any vowel. 2 crooao -j_ (3%6nau > ?n| -f- snV K"- > Vowelj is 2 ^ and VoweU can be any vowel. 1.1.8, When changes in sounds occur as a result of clubbing , it may be noted that changes occur in the script also when they are written together. Note the following examples from the lesson. eg. reroijoian-icfcrij _|_ D° >• eJOS)eJCTDOSrK)u 21 _(- rsra>6nou > taraoifopsno0 ° -J- i)0 J> Same is the case when a suffix is added to a word. 1.1.9 The term of address CONVERSATION ag)e)riio mo^" (jnTnnnjcnnraiajfDiEOsrK)0. My native place is isftf' ITS' fire^FS^TTw'iTTw'i ii Trivandruin. ccft>ro§rora>Te)ofto Trivandrum is the capital of Kerala. Mohan, which is your native place? 22 23 cro_i(83w>o roosoaiQoooosrn)0. We belong to Rajas- than. i n^oSo snaorunajo rarortngj. But- that is not my birth place. My birth place is Bhopal. cue/lay Bhopal is also a big city. That is the capital of Madhya Pradesh. That is O.K. 3^5 Mohan, to which place does your new friend belong? cruoift, rarocgaDronnisiabo Sir, his birth place is fflra3 roiejorunocD also a capital city. Which is that? Bhuvaneswar Sir, Bhuvaneswar is orunejo not Sahu's birth place. V That is his place of work. » His birth place is a small village. 3rr"% nfljcmo its name is Kashipur. 24 , 6TO!65E '° cnososna". She belongs to Tamil nadu. Tanjore is her birth crunaio. place. [63(03 Sir, Tanjore is a very o_l§6TT)(BOSnau. old city. srmcrun That is my friend Rama's birth place too. DRILLS A. Repetition drill a. 1 (s 2 agpriio sruna" ag)cmo6TOu 3 2!(jD,<>(Q-j(ssu3Ts>n5o cue/loo) 4 5 cnoroooQJ6ir>6)abo 25 f? mososna" f5)mTs>°oob§0 10 1 (arae§nD(OT3)i6ic0o 2 gcucsmoajta 63«u cncnracagj. c. 1 Geotuoejo am nnejcrxiDOCT) CDC/M)IB06TTOO. 2 cru03goj1s)nSo jscmmioejojo raronngj. 1 cisotuonii 6MB (inejcniDooD cncoraiiiosnD0. e. Sandhi Practice -j- go >• + ?^ > CT)i65BOo _]_ go > _|_ go >• 6TO)Ooroo + ^ > _J- go ^>- • . • \ «J + ^ > 26 2 cmorasofflffroi _)- go >• _j_ go >• + 3*T > cftEJ _[- go > rom -j- go ?- 3 croorxD -|- go >> Wf + 3K > ccruoi? -}- go >- Ht^ + 3*T > -]- go >• + ^ > -^- go J> -j- go >• T -f- 3W > go >• -|_ go > "4" ^T > _ go >• B. Build up drill Model (3tB)6YTOU 27 1 rarogy. OTUJGSOBo croogflnji6irfto CTOJCSOBo romcsysie :•' / 28 3 ratagj. fOOffiOOOJ 0 roomooaj I 4 (3TO)6nao. nnaicrucocn C. Substitution drill Model 1 toossiofto 29 -K ix ." 1 cmogg" S8oa)s>ri5o crooaQtuiffiiaSo (3ra(jo^onJca>aDosrro0. 30 sea) ojoejisi ciio Model 2 s 6ra)6BBg6>s (yjooDo raragj 31 snnocS oTPT c9> IDE-la gU> D. Restatement drill Model 1 snnocii -A iBa)aio6nBu. SPT 32: 3 (si/G§nOo roomooajojo6ni>u. 4 goo-iob crurogajjosrro0. 5 Model 2 oj1s^O(?>LQionTcQJOsno0. (3TOUJi0ru1c83C!Q)0Sn0o. 4 cmoaoonoft n^)6>a5o 5 (BOCJO (sroojta36>s 6 oronni foocjucs2)s>s | ^rfir xivpgf +dd+1 P 8 (Boy 9 (sra^u airs s>iijo1«2) nj§6mmo6na°. 10 ceoruoaA ©RB (wejcruoom cncnroiii06TOo 33. E. Transformation drill Model SCffiCT\lDeJ£D06no° 2 rooau ciQ)G>cd>a TTET & f^ 3 4 5 F. Response drill Model 0005° 2 ag)6Kiio 3 6—3CIIL/M/8O I \ 34 5 a(j)6>cfk> cssoejioruoejo EXERCISES I Combine the following words. go 2 smonoencA 4. go 3 4 onjciroosso -f- go 5 .ronej 4. ratogj 6 ej -f go 4- nQ)gffiu 8 ceoruoit^ 4. go 4. (sia>«Bo 4. (sa>en»" 4-OT5+ 10 roooioooj 4- go II Fill in the blanks selecting the correct word from the choice given. craoras. III Fill in the blanks using the correct fon^ of the word given for each sentence. 1 3 (sajsnra 4 gajacnwu(a nnejcniDomaiosnD". (soToru) 5 f5iejcniDomffii06rro0 3(FT ; thrift Rii I "^ I IV Fill in the blanks suitably 2 3 CT>1S5t3g6>S 0rUoCT\iQ00n(OT5)i5103o 0 ? 4 (BTOOJnBCTS StO3 OJEjioa) .013)6™" 36 6 eBjejaj)6>s essoejioroneJo V Rewrite the following sentences adding @» ^ to the underUned words. ^ . 2 craoros (Btoajra36>s 5IK? ©ras cnooromosno0 VI Resppnd to the following questions. * 1 0DiSSt3§OtDO6TTD° ? CT>OCSS(W06nOu 5 6 7 cr>1«JB<3S>s 8 oni^OB^eis fis-s-S ^ if v 37 9 ttVl65I3<36)S :'-•. /• ~A ^ o -a • • 10 a/)60T3<361S (3T0(jDi0oj1 •if- VII Give one question each for the following statements. 2 6D(s§ar>rtSTOfl6>a5o cootos. qxpf 5 taT9c§an«5t!nT6)ciSo VIII Negate the following statements. 3 (DOUJ XTST ^ ( 4 e IX Answer the following questions with reference to the conversation. j (ara)fO3S)S mososno" ? '! 4 orooaDOJi6>n5o armcruaejo 6 (O(acsj)s>s KOEoaiaejo 7 eeoruorab n^© crooCTXiooonrannisia^o fmejcruDomaiO6rK)0. VOCABULARY 'the place/country one belongs to* 'capital' 'one' (Numeral adjective) 'small' 'our' (First person exclusive plural) oJ6) 'birth place' 39 'is not, are not' (Negative of copla verb 'big' cncoroo 'city' 'friend' (Masculine gender) 'place of work' 'small' v 'village' ' OJg6)«> 'very' 'old' 'town' 'friend' (feminine gender) NOTES 1.2.1 m>snt>° sfFf sentences are expanded by various genitive case (1.1.3) forms. 1.2.2 The genitive case suffixes-sw-C and-S^s-^" are added to different types of noun stems. 1.2.3 — 6)0.7'" is added after-ofl -* as shown in the following examples. (1) -<*-^ ending noun stems 4P GGI0nO6>ttiO (2) Consonant ending stems eg. (QJAOOO0 >• (3). (§°)-3 ending stems (Vowel ending) eg. owns" t> (4) -(BTOo-snr ending noun stems eg. (BTDCBgnOo ^ (5) -g-^ ending noun stems eg. mty > 1.2.4 -g6>s-33" is added to all other types of noun stems. ' ''• eg. Of)1(SDBOo > 0T)i608g6)S > (BTOQUlS ^ (SI0QJt!B6)S <6>ej 1.2.5 is the negative of copula verb eg. a®e>oBb . That is not my birth place. 1.2.6 —g" -OT as in ceoojoejo ^HMjf^ an(j fsnuorviQejajo - is an additive suffix meaning inclusion or emphasis. . eg. SCIB cncntDiDosna". Bhopal is also a capital city. Note the manner in which §<> ^r is added to different words. eg. cBeooJOKii -)_ go ^ _j_ go >• srmcniDejdgo go -J- go > .1.2.7 Generally when words ending with -<3ro° -sr*r join with other words to form compounds the final consonant is deleted. • eg. mcoroo >• ftne4cnioommcnrao -j- (StS)(OgcrOoCTUOOCT)o 42 1.2-8 SuSxes -oraab .3^ and -IQ -f mark masculine and feminine genders respectively as in the following examples. eg. gb§ 'friend 'she' (Feminine) 1.2.9 ai§6>«> qa^f is an intensifier as seen in «u@«ra aj»ca> nj§6rr>» meacing very old city. UNIT 1 LESSON 3 (8-aJ§CT)O<86mO CONVERSATION 0 m>nj"r1s)o, (stag) 'Daddy, is that ? Mathrubhumi weekly'? . 'Yes it is Mathru- ^ bhumi'. (ao9 : rarofij)oro3sis Cn£!0(s§ooQ)06m^juj3ioo ? 'Whose photo is that' ? *T3"T : ran>.aju.affloi : 6)cnrvnucjaji6)aJo t63§<> 'This is the family photo of Jawaharlal ' i Nehru'. 43 44" 'Who is that?' 'She is his daughter rootnogufl. Indira Gandhi.' sDOBiroocnooru/lcrisis (giorucruorn But isn't the last part eotnajo cnocru/l ? of her name also T Ttfe ^?r#f ? Gandhi? Yes. That is her hus- band's name. (srae§nORjT3)i6>abo °? What is his full name?' i" cnocruol. 'Firosh Gandhi'. TtfET I o«s 'He is Nehru's son- fflcftiCTb. OTOGgJ ? in-law'. Isn't he? Yes. That is correct. rar I sr^ srft i Dosiro Who is this? Is she Indira's Mother? No. Indira's mother is Kamala Nehru. ggrowrao. ? Koj^|1a»offi6rpO' ? Who is this? Is she ' . Indira's elder sister? 45 (SQnAuaSBC& orooK?! eocBiroajios c^j^jiosngj. No. She is not Indira's soinn(?iejoeji6)oio (siacnionrorai elder sister. She is Jawaharlal's younger sister. Is she Vijayalakshmi Pandit? Yes. 3fcr i Is Nehru her elder brother? 'Yes.' u? goosi roosts (STomT Then who is this? CS2JGCD0 ? Is he Indira's younger fW ^dKI1^? ^We' 3fpn4.fl ? brother? No. he is her elder son. And what about him? raraoojogosno0 gogoo; He is the younger son. (E DRILLS A. Repetition drill a. 46 2 (groan?), go^ ffloraj(§iEi 3 rarogj. gog) moigngaii gDgD "K 3TT.T 3 raragj. ag)6)cSo a^)S)cflo C!. Sandhi Practice 1 aaonnnb _|_ (3ra>srra° >• -[- (8%6ni)u >• <9)iiiejffiO6rrau ejoejO6rra°. 0r0(SCTO)0r>Mo -|- f3I5)6TT0u (o_)8ifU°- -|- (3T3)6TT8O fsra)6ni)u > dn < -< °§ -h + O^COJO Jnlhlnjk 1,(1193) " o(!U9C(0DS &aj§cr)OG6rno ejcftaiuffl6rr)6)oflo <3rg>6ns°. 2 csro§y. rarogj. I 3 49 C. Substitution drill a. 1 fDOnejQJOS (OOgOjiffKTSo GaJ§CD06na° I 7—3 CIIL/M/80 50 3 cooros ta>mej(!JTB>i6>aoo u (BratlJg6)S (3tO(JDiOoj1<9>C!D;06nD armoai (BIBCUfli i j CT)i60BOo tft.iB eg crorag fl_l(5>Do SfoTRT inocuajcti CST9 (T)l 0B)(OTJ)T CSJ161S *1l«q>1 D. Restatement drill m Model 52 <3racr>1c_8jra)1<_06rroo. 2 curas traorosogjffls CDa,go6noc 030(08 3 raoco c_j§cno6na° 5 ccnoi_1 erg— E. Transformation drill Model-1 roomoocij 5; crurog a^)6)cflo (Btaor)1_rorm1oQ)osrro0. 53 2 goga" cuejioB) &ocroo6nra°. 3 (Bragg" a^j" ^ffor *iI-H-MlUTI 4 mOLQ(% 5 ajiaiej a^)6>o8o (BTOcnicoiRjnnicsjiffls gb| Model-2 tftSJ COOlicSJinS 60(0^00)0609° flo (JJJOCBo. T I 2 (STOgg0 fLlEjiOQl nJ§6miBO6ni)u. 5 foocoayns c^Jgcft mtgaj06rt9o Model-3 f3toajgs)s ?rnc?TTpT 54' m 4 5 F. Response drill Model-1 I 3TFT crf*TO ft^nfeTwT; STTT I I I ] I i I • 2 I j p^ ^ , ? (BTB6)(!T) . 3f??r i 55 crfi6>d5o rara)6rrao Model-2 (arBS>ro>. mejoojogo ^ocroosrro" mTsiabo cr>o§° cnejcmogo (sraa)((,OaJeft.cr) EXERCISES I (a) Combine the following. -j- go 2 rooou -]_ rarajsra0 3 mcy -|- @o 4 5 6 ,- 7 mcnra» _j- go 8 10 fSTOCD^OaJTdfa _|_ (b) Split the following. ,2 3 4 5 6 7 socoajo 8 9 10 II Fill in the blanks using the correct form of the word given for each sentence. 2 a>6m1aj)6>s cru«B 3 sorojoojosno" nirtBiBcejOo. (t&a5) 4 rsramicQKBTiniQBJOond0 raotu. 57 ? 0 «>o«ejajri& (cootos) Ill Fill in the blanks suitably. 2 rarogj. 5 6 (8T9gi)0 (819)601)" sra1 STTT" I IV Answer the following. 1 cni6OT3fl6>S ffinJ6)f0aB)OStTO° (3TOIBI1CSJ)6)S 4 5 CT>i60T3|j6>S ^gcft>OfDTCQ)6)S Co_16K0CTiJ)06ni)u 58 7 CT)i60I3Oo V Give one question each for the following statements. fflTOOOBo 2 rii u cuocrv 3 (BT06X3). 4 OTOg-J. fOO(Bn_lfOo 5 (3TDS)fiT). 6 (3TD5XW. VI Transform the given affirmative sentences to negative. 1. |D(S) oejoojogo 2. rarocgono a^)6>oio 3. (3TOOjra3S>s cno§ 4. rara^ ojejicsj) onconxaosno" 5. rooou 59 VII Transform the given statements to their corresponding interrogatives by the addition of-«a, and-^j appropriately. 1. roouj (3Toaj 2. fsraoftiog6>s (mj2j 4.. soifrocaosno" c 5. VIII Rewrite the given sentences using the different kingship terms without changing the meaning. 1. arusroosscswrniSKiSo cD 2. 3. 4. ccno 5. roossiabo ommTaDSKflo eoro^cajosno" oruoni. 6. aDecfOOSosjiQs (Ec9jff>a5o Gcucm" 7. ronj1os3)S)s eoro^cQ>O6TO° roouu. :•'• VOCABULARY 'father'^ 60 'Mathrubhumi' name of a Malayalam weekly 'weekly' (UtSKm 'itself (emphatic particle) (a«)«a6)s 'whose' 'photo' 'family' CDC&OO 'daughter' oraajcroocDo 'end' eoc/5o 'part' 'husband' 'whole' 'son-in-law' 'elder sister' (8Tocn1oQ)«jro)1 'younger sister' am^oi 'elder brother' 'younger brother' oracojooo 'that person' 'elder son' goanooo 'this person' gD§a2)m 'daughter-in-law' eoro,j 'wife' NOTES 1.3.1 Interrogative sentences are introduced. 1.3.2 cBTa>6TTO° anof" sentences are transformed into questions by the ad- dition of the interrogative suffix-ao —aft to rara>6no° arm*. An (3ra>c6mo arrwfY question elicits orofflnn argf or tsrogj ?T^T 'yes or no' response. If the answer is in the affirmative the answer begins with oT86)«n 3Rf and if it is negative it starts with 61 eg. (a) 0Di6513Oo ffiEJOQJOgo 'Are you a Malayalam student?' (b) raraexo). 6raion5 mejcxyogo Yes, I am a Malayalam student. 3TR No. I am not a Malayalam student. 1.3.3. 'She is not Sarada' 1.3.4. owgj 3r??r sentence is transformed into a question by the addition of the cru(tBu cnocru/1 ngjonrKs^ ? 'Isn't the name Gandhi'? 1.3.5. Note that in all sentence patterns in Malayalam negative statements take the suffix -^B-^ for interrogation except in some highly literary and classical styles and also in some dialects where-ao also can be added to negatives Eg: rarogyGoao ar^nfr 'isn't'? But the form raroagj 3r?% is more frequent and stylistic. 1.3.6. Basic kinship terms are introduced in this lesson. Note that for vocative case, i.e., for addressing, -n* -* ending nouns delete their final consonant and lengthen the vowel asjin the given examples.. But the form &<<>><$ JHW is an exception. It becomes m 1.3.8. In the word has come in Sandhi after -ao-srr ending nouns. But this is not the rule follo- wed in all dialects. It may also be 0 with oj-;=r coming in as the glide. 1.3.9. In informal speech and in intimate contexts irrespective of gender, u the third person neuter singular pronouns u eg. (BtaoQJOoo <§cno6n3 fjg jg the elder son. And this fellow? (what about him ? who is he?) UNIT 1 LESSON 4 CONVERSATION : gDO)0(8 6roo 150I ? Is this your room? tsrosxtn . Yes. 0 ennoarro" : " rugnro cngj (5o1co)06ni) . This is • a very good room. o 63 64 «o>omcru° : rarogj. gogo OJ&JIQQ) floictyofflrw". No. All rooms are not 3i??r i 53 qf^nr HPWI orycfljaioroariSo Are Sukumaran and <9)0fD0(SSm0 Radha your friends? Yes. We are good friends. In that case are oaiocsmo ? children also your company? cnnomcru" : oj£uloa> 6TO)OG(DO ? Then what about me? srnft ? cnnoaioro" Are we then enemies ? No. Not at all. Nobody is my enemy. CTUOQDQOJO ? What about Sahu Hldi+KH from your place ? 65 He does not belong T lire ili to my place. I am from Bhopal. My mother tongue is Hindi. Isn't Sahu from Orissa ? 3TT Isn't Nivedita an Oriya? And Sahu a Bengali? rarocuni No. He is not a Bengali. She is a Bengali. ffisaaTccs2J0so(a) . So our hostel is the Centre of National Integration. Yes. We, Hindi speakers, Malayalis, Oriyas are all one. We are all Indians. DRILLS A. Repetition drill a. !• gDQJOi m(j)6>n5o 2. 8-3 CIIL/M/80 66 3. ggoioo og)S)ri5o (SToonicaxoTmicoosnD0. 4. ajai1otti^j°^os)n3o 5. 0O(mi6)ggjOo ecmosna0. 1. 2. oroojioajo, aoToD 1. cmoaoni 2. 3. emoonnoo, 2. 3. g, 1. oroffigoOo era™ raracg-j |: f. Sandhi practice il '• I 1 1. onos" -|- caorooft > i! ! ! onosu -|- <9.oro1 |: ooosu -f 67 2. > ffieon_iocoS 3. aoTcro -)- orooi >• j >• \ >• Build up drill B. Model 1. (HTBgJ. 68 i (BIBGgj *dd+ir< 2. arm i cue/loo) eft§1gosrra°. (DO^ClJo 63S>e0S) OJEjiCSD 3. C. Substitution drill Hi 69 D. Restatement drill Model-1 • c9j§1 1. gxuab oA\a 2. Model-2 1 . gD E. Combination drill Model (a) (sraojoJ a{j)6>n3o mo|ca>oracr)O6rn)0 (a + b) oronjoDo tstooj^o ogjaoJo cr)0| 1. tSTOOinb' ceonjo(o5c9«)OfDmo6n»0. 70 2. faroajor& r^)S)o3o ax>£joraar>O6rra°. (SIOClJOo fi^)6)Clbo CTX)£p<9>OroT0Q)O6TTOu 3. (srosgnDo cna£56>s F. Response drill Model (3TDg-j. (BTOGgnDo ra^)S>nSo CT)OSoS)0(DCT)gJ. a eo°l(TUce«ofDcr)osnD0. f^§3T '.','••3 1liC=f R ^ l*tctct>l<-silIJJ. I 1. croirai cr/l6OT3 ;|i! ' • • 2. g ': ' 1 ^^•^oo•\•\o•^^ j;!1 j 3. oraajsirogjoo ODISSBSQS ono| EXERCISES Combine the following. 1. <9j 2. cft.CQej.-f- go ' •'".• 3. (OJOEo -f go 4. rocul -\- go -)- inty -j- 5. 6. II Fill in the blanks choosing the correct word. 1. gr>n_ic» CTV 2. tSTOGgnflOJ^ mTS)ClS0 • (3W)(B6TT)0 ? 3. 4. GCOO.TJO&JCTOO, raojiajJo ooanjCTS rawjcsmo ? (03(gj, 5. Gcoorgojo, raoscTOo 6rai6SBg6)S , ojTs|i,0(?)Ln1cft.oo) 6. eoronjiicairaosrra0. (srsiocifl, III Fill in the blanks suitably. 2. (Brajoso nQ)6>abo 3. —: raTocgriD(3i3)1sia8o moamwosra". 72 4. cfljcryiE 6ro)65Bgs)s (SB>srto0. 5. 6. IV Combine the given pairs of sentences using -§° -^ making necessary changes in different words. 1. (STDOJCT& 6njoCOOgTcQJ06n9°. 2. foocu mejcs2)Og1oQ)06no0. TTET f p* 3. ecueg r!r)iii1(P0CDOg 4. ovjog^ r^)6>afto 5. a\)fag V Answer the following. 1. CTVI&SBOO ogjssj cno^cft.oro(T)06rT»0 ? 73 2. 3. 4. 5. 3fTo3+o4 VI Give one question for each of the following sentences. 1. (3TO6XOT. 2. (BTD^J. ag)6)oio (BOigjeooii 3. (sroajn3 srmsisB^eis 4. OTB^J. oTanjcngj. mas}6>s 5. i VOCABULARY 'your' (singular) 'you' (Singular) ftof 'alike' ' 'ail' 'he' (proximate) 'oua' (inclusive) 'hostel' n-i<5joft 'she' (proximate) 'friends' 74 . 'small children' 'people' ajQ2>gy<& 'old people' 'enemies' aorajeooM "mother tongue' o Geoojorabcfl6)oraa(5 'man from Bhopal' solcro 'she' (Remote) ocno 'national integiation' 'centre' oolrsicwnota 'Hindi speakers' fg/«W>K 'Malayali' fflcro° 'one' mcsffioo 'we' (inclusive) 'Indians' NOTES 1.4.1. Aren't all the rooms alike ? 75 l^T ^CTT^ gte^T R^PT ^TS^^ 3|faiH|uf I 'He is our hostel boy Raghavan's younger brother. (c) 'We are all Indians' 1.4.2. The new pronouns introduced are the following. (sraojnb 'he' (remote) OTOOJOo 'she' (remote) 'they' (remote) 3fcfT 6DQJCT& 'he' (proximate) 'she' (proximate) 'they' (proximatt) 6H5)6i5I3Oo 'we' (exclusive) CDOo ^PT 1 COfflfflOo qr 'we' (inclusive) 1.4.3. Note the different plural nouns introduced in the ksson. 'people' 'enemies' cSigicftoo 'children' 76 'old people' eorarotfoaxft 'Indians' In the above examples note that the suffixes indicating plurality are-«9«o°-^ro5^ -gc&oo.g^5. 1.4.5. n^jomo ^r as in the context is used to enquire the opinion, reason etc. 1.4.6. In the sentence is added to the interrogative word Are children also your company ? 77 1.4.9. The suffix -&>o(l> -^nr is used to derive nouns from other nouns. Note the following examples from the lesson -cr>o§ca,orocia -^idd eolcro -| •t'K'i t5* +KH r> Hldd+KH UNIT 1 LESSON 5 CONVERSATION Are all these your books? : srogj. No. This is my elder csoosrro". sister's library. i maicojogo ej 78 79 Not all. Those are all English poems. Are they only poems ? Yes. They are all poems. gDS>fi5>OS)c9a C(D0OJ£g Isn't your elder sister also a writer ? (3TO6>«r>. Yes. But she is not a poetess. She is a story writer. This is my^'elder sister's aOOfDo . short story collection. What is its name? Memories of a day dream. Is it her best book? (arof® No. It is not that bad either. Which is that book? The name of this book (SaJ«B°. is 'beauty of red\ Is that a political novel? cnnomoro" : rarogj. ra)S)onr>. No. It is a Social novel'. . It is a love story. The hero is a Soldier. That's all. DRILLS A. Repetition drill u a. 1. gxu n-jcru°t!J) . 2. (BTOOJ tft>LDOoru[BOanoro6in3g06nd0 3. 4. 5. (sraoutS 6. (Siooj (sonoojeja>§o B. Pronunciation Practice 1. C.aJ.aj'lOSJ>6>S >• 81 rooj1s>s orora>i6>s 2. <9>aj1«r> _|_ cruiDOaooroo >• 3. iBejcoiogo _}- CDOS -4- ^JTs" •>" B. Build up drill Model ALDO ':?•;• ••,";<••»••• 9—3 CILL/80 <&LD00rO(B0aO0tD6i5T3§0Srroo o^OOCljo o ngjooojo (ft.Lnooru!aaa.ooros!5Bgo6na0 |D(U6)C!Q)06)aS) gDOJ6)CQ)06>c9«) aoofOfflSB . 2. 83: iOf03!BO6TTO . I C. Substitution drill 1. (BTOOJ 6VOJO1CB) cfl>LQ 2. CT)COtD6!5BOo 3. (BT02§° (BTO(U(336)S D. Restatement drill Model-1 gooj 1, 2. 3. tgragp' 4. emoaiejosno". 5. (Bragg" Model-2 3f«R" 2. oraogano 3- (BTOOOJOOa 4. oTOcuoo stmswagsis 5. -i.. ••• E. Transformation drill Model ... . ;•••;. 1. orarijrS OJEJICOJ 2. cmaegny^o cngj 3f|o 3. «DC1J 5. (HT9) EXERCISES I a. Comb'"ie the following. • 1. A,iD -j- mow&rib 2. cft>LOOcft)Oro1 _(_ tar^srro" -J- so 3. mcoroo _)_ fsra>srwo _(- 4. nruogg _j_ (Efrajsrro" 86 5. 6. 1cr>oaju 7. — €030(01 8. 9. 10. b. Write the contracted forms. 2. 3. roosiayas 4. 5. II Fill in the blanks using the correct form of the word given for each sentence. 1. gDOje>CS)06>t96> OOgJ 2. "•. 0C 3. tsrooj (ST3o§an(0tij>i6)oar) cngj 4. CSIBOJlft (3T9)(036>S 5. ai 6. 1. r^gooajo ajnnicsj) detail (BTD«j>06rTOu. (raraogano)1; Ill Fill in the blanks suitably. 1. CT>i6t5T3<361S 2. (OTEJCrU-DOCDo ra^f01O6TT0° '? 3. c9>ffl£jcsjj6>s n-j«j)TcQi thrall 6S«B €9>cij1f!nooroai0fvoofao 4. tsrocsjjooo n^)S)oio cuejTcG) 5. rara^" 6. f3i 3TT 7. IV Rewrite the sentences using the plural forms of the pronouns and nouns. 2. oranjoi 3. tBTOOJOo 6TO>60Bg6>S 4. (ato@u ajgfflfo mgj a>LD0O)osnau 5. caracuofl 6. cra(rajaioo6rno ? far/ ^ra^pift ? 7. V Construct as many sentences as possible using the table given. Use appropriate forms of the given words. 27 OJEJTCQ) (STOgJ ml T r (BT0cuct3 ^* VOCABULARY 'library' bpoks' 'elder sister's' 'lecturer' 89 'these' (proximate neuter pronoun' plural) it- it:,- , 'novels' 'stories' 'criticism' 'books' 'writer' (she) femine 'poetess' 0 'collection' n_ic9>(aS<96>'lmooj 'day dream' 'day time' 'dream' 'memories' n^OOOJo 'of all' (SlBOC/Oo 'work', .... ,.• o 'red' " 'beauty' • 'politics' (noun), raooiiusTc!Q) 'po'.iticr.l' (adjective) 'that which concerns society' 'love'story' COOOQJAOIJ 'hero' oj§og,fl6)0(oa8 'soldier' 'that much* 90 NOTES 1 • 5.1. More pronouns and plural forms are introduced in 1.5.3. Note the Saridhi changes that take place when plural suffix ps^ is added to -0™° -snr ending nouns. -f- —cftoo > cDcnro65eoo 1.5.4. When -sro -ar ending nouns enter into compounds -«» -31 becomes. -(519) -30 e.g. 1.5.5. Note the way certain forms are contracted. rocul > racuTsis 1.5.6. The word nfljooajo TT^T is used as an intensifier indicating the ; superlative degree. . ; UNIT 1 LESSON 6 CONVERSATION : marges What is the full name of our Institute? eororoVlcffl igonuonruocniaonS. Bharatiya Bhasa Samsthan: aiotuajni : cruomiDoemo ? Do you mean Sams- than? sotonn'lc£!jeonii 91 92 So, are you also a i StSlOCfb 63f33 I am an Oriya. sroioab an I am a Malayali. My name is Madha- van. nyi60T3j36>s mejoaogo crooA From which plac does your Malayalam WT 133/ ^Id teacher come? mosu His native place is Trivandrum. B_it his wife is from Assam. She is an artiste. CTUO(?> SOB And our teacher is a ^ srr'? ^^ writer. <9iLDO (njcruiao No. He is a famous critic. 93 mgjooajo His latest work is 'Yesterday, today and tomorrow'. What abaut your class mates? We are from different states. I am from Orissa. My friends are from Maharashtra, Pun- jab, Gujarat, and ^cd+l< Andhra. EXERCISES I . Combine the following 1. CT)i6313Oo _) 2. (Tvy56rr> 4- —630 3. camejo -j- —go 4. 6nJ06aj -)- -go -)- fflcy -]- -go 5. cnos" -\- . 6. 7. CDEJCQJOgo -(- IgOoM 8. 94 •9. sufojai -L So 4- <30 ' ••• 10. AgrotS _|_ <9>0(^ ' i; .:.-•••.:••.• ;. ^r^-|-^n: II Fill in the blanks choosing the correct word. CDOgcftiOtS T 2. (BTOSgaDo OT)£J OJgffKO '3. g ^ srn>f 0)01.9,0(01 95 7. (SIDOJ6)QQ)OS)c0S) III Fill in the blanks using the correct form of the word given for each sentence. 2. 3. oryaics^o ©OCJU 4. fgrogs" 6i(Z53 5. raroojeicoofflcM) n_j«nncffl 6. eaiOQQojisiobo — 7. IV Fill in the blanks suit.b'y. 1. CBtD(US)riio (S.aJ.a/1 (nJCTUiaU (BT9)SnDo 2. 96 3. 4. fflsmiajJo roruiojio 5. 6. 7. V Rewrite the sentences using the corresponding feminine gender pro- nouns and nouns. 1. reroajcid ejOcft>otooD06nou. 2. raracgoOo (smw^on-\cnosnt>" 3. 4. (BTOOJOS ^ SR'^ ferrfw'j' i 5. (BTOCSgflOo .6. orocuofl nniii1s'ucno§c9.0(ocr)06rro'J 7. • raTDajofl nicju,i>(ri-|(i3cgD i. VI Rewrite the sentences using the plural pronouns and nouns. 1. gDjS)'" CDCOtDo 2. (BTDOJClJ aj1Si0(%LDi0Q)0SrTOo 3. rsroognDo 4. <3TBgD° CDgj <9>LDCQ)06n»u. 3T?f >T55r WJ* I 5. (sracuoo OJEJIOQ) 6. 7. gg (j ^ Tfk3IW' I VII Answer the following. 1. CDTSOBOO tBT8)(DO6rra" ? 2. (Di6iJBgCTS (3TO£lJuJ»ffl6)n5o CaJ6VOCTB>O6n!>u ? 3. mi6ai3|s«s n^ooajo ojejTco) ^cftoroai (ara)(006r»u ? 4. CT)i6!5)3|!6>S CTUJOSt/Bo 5. 6. 7. Give one question each for the following statements. 2. raiog-). ceiCTVUio rooK6)oSo (aracn1c!D)(oiO)1 orogj. 10-3 CIIL/M/80 98 3. aa>m§mnj>n«rflo nnejcruoocno 4. 5. 6. rooooayQS oraam ((xjrrolsu cft>cucsj)ij2)1 (/9On>3CQ>osn!iu 7. tsrogj. sroisragffls sa&auD&Jo I UNIT 2 LESSON 7 ffl6nr)1 0^(2)00)001)1 f CONVERSATION cronrfl : gog)" ognnicsi) ojo^jocemo cuocry ? Is this a "new watch, Vasu? njoory : Yes. It is. rruraii : rxJfficaai gDO>1tij5 rrumcflJo But the time it shows is wrong. How is that? What is n^)(TO)C!Q;OCQ)T ? the time now in your watch ? Ten. ojoory : aJtstormp ? r^)S)a5o ojo^jitai Is it ten? In my watch it is half past ten now 99 100 croo)1 : (Brecon. aioor\js>oflo raratb Yes, it is. Your watch is half an hour fast. cuocry : 6)C31OO0 In that case even our office clock is wrong. crurofl : Yes. Every day it is forty five minutes fast. cuocry : nJ6)<&ai ccjyo But today it is fifteen minutes slow. CTVXTDI : How is that? What time does it indicate now? aiocry : Nine forty five. crotml : That is also a new clock. cuocry : rsrofflccn, (sra6)co> OTUOCJUCT) Yes. These are all new things. But your, OT)6)CTD GSBo. watch is better. croccni : This is not my watch. This is my aunty's watch. cuoory : affl^ e9si6roi3)aai ? Which aunty? Ramu's mother? cronni : soigojo No. Ramu and Damu are my mother's elder sister's children. Rajan is my mother's younger sister's son. cuocry : That is O.K. In which classes are they now? crocaii : eotsajo. Damu and Rajan are in the sixth class and Ramu is in the eighth. And what about your younger sisters? 101 3. 1. £D6TT)1 2. (TUIBOQIo b. 1. iB6rr)1 gDSnL-|ooo ecmooo/l. 2. CTUlBQQJo ^(SoJOOo 3. (B6ID1 ^ 4. rnsmT ^(jnL-joco- 5. (B6m1 ^CnJOOo OOOeJfOQQ)O0Q)1 . C. CTOlBCOo 2. 3. 4. 102 1. CT\>G(oojs 3. CTOT(0)CQ)6)S 00-1.3/1 fliorajo n®s>d&o 4. 2. 3. 6TQ)63T3§S)S CljT3^0(5LDTcajgiwi fOOSOSo, 4. 5. n(j)6>nk> ^|cfljoro1a)g1ra5 rocE soiorucxiiiejo, roooo 6. (Bi9 2. (B6ID1 <63§1 3. aie/lcoum >• B. Build up drill Model V 103 ..'• IDSmi gOCra-jOCo r^j)(2)CS2)OC!Q)T ? 1. rsr^oa/l. 2. cacy 630n£iToro1fejo gogcai SO15 oorLQicruTejo, gDgooj (stocnioQjni OMJ crou^g1ejffiosnB'' aot§ aoruDicruiego, ^§co taroooicoJciS soi? SOl? (BTDmicoinb meg oro°^g1ajiB06nou. C. Substitution drill 650fD0CQ)1. cnoej" (BT06T3U" 104 2. gDOnJOOa iiifimi (ataiffiOcftoejoaDi. 3. gDOjyooo mami v (BTDSGSJrt) 4. QOJ6TTO cnoaioo 5. 6. oil 3^0(5 LOI a>gas (8TaCT)1CB)rfflO(!!36)S D. Restatement drill raroaioi 1. 2. (aroojoa 105 Model 2 1. rsrag)" oio.ajosna0. 2. <[Dg>o c^Oeeaoano 3. (STOg)" CSaJ(OO6rTD°. Model 3 1. 2. rsragD" oj§smai06nao, 3. rara^" cruo 1. (STOOJOo 2. (STOOJOo (3T9(BIl0QJ0STTOo. 3. taraoj-co eoro^csyosni)0. E. Transformation drill Model 2. raocu a " 3. ifljfflej 4. gggg" 5. 106 F. Response drill ' Model rarogj. og)S)ctbo cuo.a/l6>ej ciruaiocyo swrnoogj. 1. cnioo&o (aram 2. aJocTvrulanJo raraixJu£ia)6)oao (stocnicxyaBOfairaa 3. cnnomcruieabo 4. gD6X0)06>t96> nJlPCSl) 5. coinriSo o^ooojo gagoo; carocniaycrao EXERCISES Write the contracted fonps for the following words. 1. 2. 3. 4. 5. 6. II Fill up the blanks selecting the correct word out of the given choice. 2. CrorOgayCTS C/aoroS 6SfDCJO^0nj1 3. . soacTUDejo ans 6>IIJO1OQ) (^QOcDmosna0. ((3io(8§rLOfl5Tmi6)oSo (BTOCgnOo) 5. Cni65Bg6)S 6, 107 III Fill in the blanks using the correct form of the word given, for each sentence. 2. 3. 4. coisrronjifflnSo — oicy n^ifljOo ^ooroiejosno0? 5. ro>ejcrunocT)o ens aiejicsD cncflromocsmo ? . 6. csujgnft roo^rugj. (&>&(ti&y IV Fill in the blanks suitably. 1. fflSmi SDGnJOOo <&>0 2. tsreoryooo OJO^O s>rtnoooe6mo ? 3. 4. 5. 6. CnifflOSo (3T0CT)1CQ)COo aCTDOo !— (ai3)C86IT)O ? V Give one question each for the following statements. 1. (3TD6KOT. 2. 3. 4. 6Wisoi3§6>s <936roro)ffiiB0(j)6)s (BsoejiofMciejo so*lcroco)1ejosnsu. 5. (j) ^^ g)§ 6. aicju^tryGSuoiswSo rmejorujDOcno ceonJoejosna" VI Rewrite the following sentences using the plural form of the underlined nouns and pronouns. 1. <3rogDu traorosajjos 5, (stags0 6. VII Answer the following questions with reference to the conversation. 1: (STa)f336)S aj0.gJ06TTOo OLJIOTIOQ; OJO^j"? 2. crorm1o£i6>s csromTconsimiiBOfS 3. 63Onn°lcru° 4. OJoarvnjTs)o3o OJO^J" n{j)(fa 5. roossni t3Tdiroo6no0? 6. QJOcryojiswiSo ^gaa (3Tacn1ccy6)a3o csrunrocnnosrra0 ? VOCABULARY 'watch' 'time' .'mistake' 'how', 'in which manner' 'time' 'now' 'ten' (819(0 'half 'fast' 'then', 'in that case' 'three fourth' 'hour' .'office' 'clock' 'quarter', 'one fourth' 'slow' 000100)601300 'things' • 109 'better' 'mother's younger sister or father's younger brother's wife' OJejiOQJffiffl 'mother's elder sister, or father's elder brother's wife' f&<96)Oo 'sons and daughters' 'sixth' 'eight' 'very' ' . (T>6Tl§(Sri-K!Bo 'both persons' 'primary school' 'in first' 'in second' 'elder person' 'person') OtOSEUOo 'fifth' 'in fourth' NOTES 2.7.1. In this lesson (sa,smu sentences are expanded by cardinal and' ordinal numerals and locative case -§D«&. c\Q)6)cibo ojo^jTrab ajfl3TC3)(o (Bid>QQJcgyo. in my watch it is 10.30. igpTOToojooo n^yoo ^ocrxfiBJosra". The elder one is in the seventh class. 2.7.2. The suffix -s><* indicates location. Note the way it is added. 2:7-3. Note that for enquiring the time the words <^®(® 'how much, how many' and "^DS®" 'what' are used. The verb used is far^co/l 'became'. When the divisions of an hour are to be expressed fractions of half, three fourth and quarter are used as given below. 110 CLJ@©U 'ten' tij 2.7.4. In the above examples please note that when and are added, the particle- <^> hasto be added to the whole number whereas is added directly. 2-7.5I: The ordinal numerals are derived by the addition of suflix-r3ia>° to the basic cardinals. This is added to the interrogative also. 65010 'one - SODOO 'first' 'two' 'second' 'how much' 'which in the series' 2.7.6. The word o« 2.7.7. As observed in the words 'younger sisters', c®o(b 'younger brothers' the is a plural marker which is added only to human nouns. 2.7.8. Note the contraction of the genitive case form of nouns as in (oo^a/l s>ri5o >• roo(g6iobo OTOfi51°l6>S 2.7.9. as in <06n§eru(mo 'both persons'means person. But this cannot be used independently. It has to be preceded by a numeral adjective other than ®<® or the interrogative word 2.7.10. Note that in Malayalam, when two persons are conversing, the use of personal name instead of the second person pronoun is quite fre- quently and naturally used as in the examples from the lesson. raroro n_upce> njo^msxrn ceso. In both the sentences the names refer to the second person. 2.7-11. ravisiro is another intensifier added before adjectives to indicate - decrease in quality or quantity. ratf 6>co s>.oJoiQa> 'too small' OJS>CQJ 'too old' UNIT 2 LESSON 8 OJisu. CONVERSATION OJ*I§U t/Docro>1cncno1«j5 ruro>1s)ooo My house is on th amoo onoufft eoonju1ejo6rra°. oj°l|or)mj(?> eleventh road in S anti nagar. House num- ber is thirteen. Where is your father's 6rra°? TO^O oaofnn1mcno1ro3(iJii5)6)onDC!Q)(8gj ? younger brother's house? Isn't that also in Santinagar? 112 113 cnnomorv)" : (gragg oj£j1oa>ajccaoo, ratauffio It isn't just that. My ojaorJ father's elder brother's eoocu/lraS OJT§ igtmraa and myuncle's houses 6toi6!ji3gs)s are also there. On oj°ls<&>sosrrou. that road the houses from twelvth to fifteenth belong to our relatives. Which is your father's af\soemv<) younger brother's house? Isn't . his house number 12? Yes. Father's youn- mnosrn" cu1§u. ger brother's house is on the left side of our house. u gD6M!nos><9«v CTOIOOI §Do(o_)e oj 6naabcjaj0t!BS)s Are these houses built. ? by the city improve- ment (board)? cnnomoro" .: (3torui6>s6)CQ)06)<9«) n_i6m OJGJIQQJ gGQ^oc/xTUiiicfflotTB Yes. All belons to u g>a31yx/xTu£) ogroxoi ^ojKsnni «a5nj 6'f>ogpg)oo1 amra tieth to the sixty ninth 6>crvinJo(5. the houses belong to the 'B' type. From •a:. the seventieth to ' the ninetieth the houses are of 'C type. From the ninetyfirst to the hundredth building is the shopping centre. Aren't the houses of the Collector and the Commissioner also there? crtnomoru";: raroewm.* €9>g<§)QS)s aji^moruti Yes. Collector's house number is fiftyseven. Its name is 'Kirthi' (fame). 115 Gommissioner is in sno". (Brag)0 (3io(B§i-if)(wra)Tff)o5o CTOJCTOIO the eightyfirst house. cutsgy. cuosrfhnLtfsosna". That is not his own house. It is a rented house. DRILLS A. Repetition drill a. 1. o-i(2B)6ngoiB6)(i5t;n OJ1§" cue/to OJISOCTTB". 2. nJtmiffims'OiiisxOTn sica.§1so a«B 3. cgrxjfaiofflsxwro) ojis^otSixiT raomcnosrra0 1. fooneoffiffiraiw cgoicsiiirai oras GCU)Oc§>oosrTO 2. 3. c. Pronunciation Practice iB(jgaj1s)nSo_j-go-|-cojfflrrooji6)n3o_)-go ag)6>frio_j_go-j_CT)Ts)o3o_(_go «a>eja2)6>s-)-go-)-fDnj1c3j)6>s-)-go >• 3. B. Build up drill Model (ffI5)6TT0u. OulS>CH) *lu iii ora>6nou- fflcno6rac. crucogcsjjffls Cajgoofio (BTOtu^oaj 2. ajl§1ej06rto° C. Substitution drill Model 1 117 gong" ro6ngO!B6W!jnn cuTsosna". eftClji (0)00)06179°. (3TDfJoJf!D0lIlS>(0tB( CTd)f)0IB5>raT!I) 2. Model 2 5)<9>§Ts®O6rro°. 1. °ggD rrajool acrr»° D. Restatement drill ModeM 2. OOJ1OQ)6IS CQOICQJSIS rocnjrb Model 2 2. E. Response drill Model g ^^ ^. 9 snnocib a^)S>a5o 1 . ^^" CT)i6!Jt3gS)S 2. EXERCISES I Combine and write the contracted forms. 2. 3. 4. m 5. 119 II Fill in the blanks selecting the correct word from the choice given. 1. cn1s)n3o — orxnjfl 'nQ) 3. csronjtft GoJtmo CDgj t9>§ncft)§p6nrou (roffneitoS, rosnf 3. 5. oTDoiraigjOo rue/loo; ojT§eft>g06rrao. , c/oocT3>1mcr)o1ra^., III Fill in the blanks suitably. 2. ml arflsxTtdo (siigj&dbo ' iuajmosnDu ? 3. OJ°1§O ojgfflro OJH/ICQJ 4. 5. IV Rewrite the given sentences following the model. Model 2. ag)S)fiJo njayce,(!jro)1s)aJo cr)onj(S aa>bo1fDsn§06rrou. 3. 4. 5. V Respond to the following questions. 2. 3. (Dieragns cul§i6)nJo gDsgjEsaiw)g!0)u soo;o(S6mo . • '; \'ii'p ( 120 4. 5. 6. ODisragas ^ocroiraJ ssomomfflrotm OJ1S,JO(SLQ1 7. or>i6!rs<3s>s OJ°)§° orojcwi 8. oni6SBgs)S OJT§° aiejio 9. misWSgSIS OJTS° aJ§6m<3T0>1 ai0(E6TD0 10. VI . Give one question each for the following statements. 1. fSiDSinn. snnooft 2. 3. mtsgj. 4. 5. 6. oragj. ora^u (araegnntOTmiwoflo cnunmo ojisgj, OLjos<9>ajTso6no°. VII Answer the following questions with reference to the conversation. 2. c/aocnnimcnolob 3. § 4. ca>aiB°l(j^QS)S OJ1§U crujrroio aifsotEemo ? 5. ooocRnicncooTsiej cco3anrrijii1g_) o, 6. VOCABULARY ojn§u 'house' cnauA 'number' 'road' 'thirteen' 121 'father's younger brother or mother's younger sister's husband' a(j)afiS)S 'where' 'father's elder brother or mother's elder sister's husband' 'maternal uncle or father's sister's husband' 'there' o_J($T(J>Sn30CE)6V!5T3) 'twelvth' 'from' 'fifteenth' 'to' 'relatives' 'leftside' cons1" orool oru ° 'nursery school* 'opposite' 'right side' 'fourteenth' 'seventeenth' 'advocete' 'eighteen' 'nineteen' 'goods' 'provision stores' 6>tft.§1So 'building' 'twentieth' 'tailoring shop' 'wheat flour mill' 'city' 122 CrUDEJo 'land' ' 'people belonging to the board for city improvement' 'rich people' 'officers' (ladies) 'sort, kind, type' g^a^ococrucrmodi 'lady officers' 'type' 'twenty one' 'forty' 'thirty nine' 'seventieth' 'sixty nine' • )06ED 'ninetieth' ostD 'ninety first' 0110) 'hundred' n_J 1 SOTi 'shopping centre' - 'Collector' 'Commissioner' 'fifty seven' 'fame' eighty first" 'own' 'rent' NOTES 2.8.1. All the numerals from eleven to twenty and the numeral patterns upto hundred are introduced. 2.8.2. Numerals from eleven upto eightynine are numeral phrases formed by adding the different forms of rugs)0 such as n-icw>u and as the first or the second constituent to the unit numerals. 123 'l • • .'• twelve ' r-r- \.u '•'•' ' thirty ojcto)° occurs before ro6nf° to form twelve and n_i«si1 before Q<™" and onoej" as in njroiiigcrro" 'thirteen' and rucoVionoej0 'fourteen', Before vowel beginning numerals either d-Karatf. or rums)u is added )• 'forty one" j J The word for hundred is ™>Q" and its other forms are <^>oo" and eg. cro^oo^ (or ool n^)|°yhundred and eight' aa>f)OioD3eju 'hundred and four' Numerals from ninetjMo ninety nine are formed by the addition of (which becomes siroiosni in sandhi) before 6>ra>3gf^Qu 'ninety' 6)r010ifl^oo^cir)0ejU 'ninety four' 124 The numerals rowis", <§onra°, cnoej", (smeims", 2.8.3. Forms such, as n-H2j)6nso In rapid speech they are contracted as ^Q" forms such as etc., UNIT 3 LESSON 9 *3 er0)6CT3^6)S(D)06rTdt CONVERSATION ojTsoG6tDo ? is this your own •house?. mooox5 : go's OJ°1§U Yes. This is our house. : mg_) Very beautiful. Isn't it too small a. house ? : gDGfisio? fDjg) «n°ls)ra 6rojo1co) ojT6isocnD!iigj. This one? This is not cu%ca)s>cm. a small house at all. It . is quite a big house- 125 126 •This is not that big a house. m£J <3rJ0Cra This is certainly a big house. The plan is anoeno" also good. That is my opinion. Whose plan is this? •mowcb This is my elder bro- aim cn/lo/lroJ ther's plan. He is a civil engineer. Is this garden also ? his work? Yes. It is also his plan. But the work Gsctnosrro". is done by our ser- vants. c^jgnb croon «™ Your elder brother is not only an engi- neer but also a lover of arts. Isn't he? (3TO6>rin. orVl6X"r5o <&cbdbQu Yes, your comment is 6>.njs1«}o &s><36> CS.OJ§S>CT5O very correct. These flowers and plants are his life. ' • Is this your elder bro- ther's room? No. This is not my rajas cgo1oo)osrii>u. (5.9,06mlej06TTD°. js the guest room. My elder brother's , room is in that sou- thern corner. cnionbocnno ? • And yours? 127 CD0CE)f5 My younger sister and I have a room in the 6rro° northern end. In flJO between the two is the 32)0)3)01 . hall. The prayer room.is in the eastern side. Opposite to the prayer room is my father's study. nroOgg Behind that? cnocoxft That is our parent's bed room. Whose is that room in the front? (313) 6>nJOiCH) (319) That small room ? That room is also my father's. That is my father's consulta- tion room. ads COJUO#OO- That is O.K. Your g DRILLS A. Repetition drill u 2. fSK3) r*-tjoj^cfljo (3TOOj(sofio(ir)06rro . 3. fBTOJS) (yjoffliOTwi ectSorroosrro". 128 4. §D< 5. (SB) igoT t5raaniaj) 6. raw) &oaro 2. 3. 4. njsiswrooeo B. Build up drill Model ; fST5)(!6TT)O , 1. OJEJIOCU OJ1§O 2. or>ffii?ess(!no6na0. 3. raragj. C. Substitution drill Model 1 gDi) C9>OJ1(0> agjcnSonnosno". • <3Taojro3GSg8u 2. rara> 12&13—3 CIIL/M/79 130 V 3. f&s &oav>° nrocroOfSftJiwi crftogg0 CTV 4. (Sty ojaiica 5. OOJICSJXSS®" Model 2 g)gD° roomcfi woraa , ,oJCnug0 oruforru Model 3 (STO@U g <9>1S<9S)' • ••' "• ' (Bragg" cft>1s<96> i?o1c!a)06n9or. 6VaJOiOQ) D. Restatement drill Model 1 ' 2. OTO^° 6TC»S313IB6)S 3. 4. 132 5. (stags" mcsia/lctjjws (8nnoe§ooQ>osna0 6. Model 2 (Bra> 1. 609 <&>LO 2. gD*> 3. Old) 4. go's siajoToa; njor^rfbo fBW)(!B E. Response drill Model gD 1. (SB) <9jfliTf!n (Sra)(!J3CS(i!)06no0 ? 2. orog 3. goo 4. 5. EXERCISES I Combine the given words and write the contracted forms. 1. 2. 3. 4. 5. 133 II Fill.in the blanks suitably. 1. gogo" Gaooa§oaDoarn> 2. mt, 3. 4. 5. 6. Ill Respond to the following questions. 1. gggg" minoflo ngrtTyaio 2. misBBgas ^§t9)0(oTcsj)(SS(tj)0(56rr)o goi 3. csraaDosio mi60T3gS)s 4. ^ 5. (Fi^ ^orro" 6. 7. IV Rewrite the following sentences according to the models given. Model 1 (3Ta)(m0St3106TOo ? 2. 3. gogo" Model 2 (sra> 1. gg'D UjCposo n^s mo|ca>of!Bcsfaiosrrau ? 134 2. (319 3. (3 6nj)6B13<36>S Model 3 1. «Dggu o^)6)rftO ai"IS06TTO°. 2. (3i»gDu 3. <{DgDo 4. 5. V Rewrite the sentences in 5 pairs after completing the incomplete ones according to the full sentences. 1. gDgD° 2. (819^° 3. 4. 5: , 6. ( 7. Old) n_JCI^c9>6B13Oo 8. 9. fDCS" (3W6J«B6)S. 10. VOCABULARY OT)6B13|l ' • • • •• '•'''. • i 135 opinion '••'•'•••:'- 'plan' - ;K 'civU' : '•- :)i"''•"••• ;: 'engineer'. 'flower garden' 'work' 'servants' 'lover of arts' 'also' 'comment' 'completely' 'flowers'^: 'plants' 'life' 'guests' 'that' (demonstrative adjective remote) •southern' 'angle, corner' 'there' OJSCt9«) 'northern' (HTBOOo 'end, tip' 'centre' . 'bed room' 'in the front' 'consultation room' 'doctor' (3ia§c9s>g 'kitchen' g UNIT 3 LESSON 10 (Ills0 oJ CONVERSATION CUICTSSBBCTOO ? How is your new house? $ CTUOUJOOCTD (uoscejajl^nnsxm. c&o6)^|O6><0«v Xt is an ordinary ren- ajejlc»ra»06rr9o. rus*a&i ted house. It is some what big. But cnnomnro" : d^atno njs> 137 138 Then what? cu1§ That house is old, Mr. cugfflro Thomas. Doors and (STOSKOKXTTOo windows are all of very old fashion. Those are not at all good. Even the rooms are very small. Only the kitchen is a little better. That is slightly bigger. It is not as small as the study. O(B>0fflcru° : ma&anmAe^l ans Isn't that at least a consolation ? It is not just that, our gate is also rtew. That is also good. How much is the rent ? Ninety Ninety ? Isn't that greatly profitable in these days? Who is the owner of the house ? nJ\. n{j)oJ. One Mr. P.N. Menon. . ajgwo mgj He is from Trichur. OOO6TOU. He is a very fine man. raro^ Even his wife is like rara&j. (aronj6)rogjOo ratDSSQcn/loc/)n_i°o j olejo No. The> aie all in 6TW°. onxufiBCTs GQ(03IBC9)O3 (3TatuTs>s 6JRB Singapore. Their son- 5)S)(<2_|ajoou cejaucnToojirai a^craio OJEJICOJ in-la% is in a big post gG3ioc/)(oro)1ejosrrau. in some private com- pany there. DRILLS A. Repetition drill a. 1- tST3) 2. goo 3. t5i3) 4. ^1) 5. ccoocj ojgs>ro 2. ' 3.' croro§o#s>s tft>aj1roi cninnio B. Build up drill Model «a>afi«n aigs> 1. disgy. ajej'ro>§y. (3»(® o>i6>cf5o CTOJCTTOO oilfiaciJo su misinio orojamo oi1§1s>oJa 2. (8Ta>STT9°. OJg6>fO 15) <&>f»j'l«j)«a>6>gO6> C. Restatement drill Model 1 VCO) cft)LOCSD06ni> . jica) r»j"lso6na0. c. (8rasu «te d. raw®0 o-jnniooj 6> e. §o@° 6)-^ f. e©° me g. (BIS^ CTWejoniSKOTj; ) aiisosna" 141 Model 2 f3Td) a. |DOJ njailoo) a> b. IDCIJ Gvajoico) St9>gO6n9°. c. WOOJ or>gj e. (Btaru mgj djccn5>o§65Bgosrn>u Model 3 2. 0^)0030(3)06™°. a. cna»is>s d. 6t3>65Bg6)S e. D. Response drill Model rugara ongj«noa6mo ? QOI ajg6x» cngjoiaarra'-'. 2. <9>LD 3. u 4. acn» aror>1 ougwra 142 5. mmqsis njn^ EXERCISES I Fill in the blanks choosing the correct word. 1. g)ggu 65(53 n-^crroio§ffiO6na° 2. 3. 6IS)65t3g6)S OJT§° OJg6)«) 4. j 6. 7. 8. (3T5) <6JLD 9. 10. (ooaj mno II Fill in the blanks suitably. 1. 3)01 6}|jo 2. 3. 4. 5. 6. 7. 8. (m^aBQsmoenb" —— ongj s>id>§1sa ? 9. 10. cftfogo 6J«B oFoiavixiocniii36n9u. •*• tf. .••» 143 III Answer the following. 3. § 4. (3TOgg 5. 6. 7. IV Give one question each for the following statements. 2. 3. 4. (3T3S)fiJ1 Sr8>S5I3gS>S (C/JOIE 5. 6. V Answer the following questions with reference to the conversation. 2. 3. c3TOoa>06ss>s cuT§ ajspoatznocsmo ? 4. CQJO6TT&U ? VOCABULARY oruoa>oo6m 'ordinary' . 'somewhat' . 'excess, too much'. . t 'door' 144 'windpw' " v'. H •model' 'even a bit, even a little'. 'little' 'at least' 'consolation' 'gate' 'this period' 'profit' 'house owner' 'human being, man' 'woman* 'in reality' 'near' -f.aonon>)^ 'family share' 'son-in-law' 'there' 'some' gos^oco. 'job' NOTES 3.10.1. Like the pronominal predicates of the previous lesson, this lesson introduces you to adjectival predicates formed with the adjectives and the neuter marker-©" emphasising the adjective quality. Those houses are old. 145 3.10.3. Adjectives and 6>-OJO1O» have two kinds of predicate forms as and, 6vajo1oa)g>u and, svoJQg>° respectively. 3.10.4. acnao 'even one' and ®f» 'even little' are used in negative sentences. 3.10.5. Note the sentence ora^" aioooicnmoiajjns caro© orucyoigy. 'That is not as small as the study'. Genitive case followed by owi® indicates comparison. *> \ •/• .*;• . 'lily U '• <:M-A .-,„'! rtJi,'.l •::-{•-:-.•• jj,-:,-. !-U.:: UNIT 3 LESSON 11 CONVERSATION socn^ojooi ora)6nau! Mukunda, what a lucky man you are! 6rwoa5 r^)s>abo eoro^osjjo Am I alone lucky? Isn't my wife also a lucky woman? croioaoru" raxBO(/acs)6>£jeso. This is not a joke. (i^)6)rt5o eoco^o ruiacm (V)&ovbwoG6mo? Is my luck then a joke? nnoaicru0 m1s>rt5occ»o, mioinio eoro^ajjcsoooio It is not the matter of u eoco 146 147 Then what? it is about your house owner. What a good man he is! gsaorun Not only our land ojgs)f& cr)gjnjfoo6rtDu. lord but his wife is also a very ,good woman. cnieiobo eocn^ That is your luck . But auaicsiieaDo? my condition? How ! miserable it is! What is the trouble, Thomas? &w&,ca Our land lord is a ^ mgj terrible fellow. His (BTDOJOO aasi eco)a>ro1csj)o, anno wife is also not a good SOSD woman . .She is a (3ra(g)taTcft>gosno0. horrible and a stingy woman. Their child- ren are also terribly naughty. n_Oej1(31o This is a big joke. ao£j"lra>[2>s>gj(Bso. nnsicmcaio. SOB This is not a joke. .nji6>nmcfi)osTTDu. It is the truth. ^' Then what do you (sejo §S-BCTU£1(5 2. aJ6rr)ifl«>oroa4 1. cnl a^)^) socnyuocnosm" 2. raraaico g) y 3. (sraajift ag)(raj eocn^cuonaoraosrra0! 4. (SB) c8>LQ 5. .1. 2. a>1s»qJa ojia^otftini omooocnocno aojenraacuo 3. csra 1. SKDSBBOo (BBtSJ)Og6)S aJ(OTU)OlIl6X0TB> aj0S«a»<9S>0fl>0fflmC((B) 2. (awfflflnottB cuejiao) 3. rewrtnosro0 o^ooojo cngj B. Build up drill Model (Bia>G6IDD? COgJOJIiBo ' ojejics^fiLinBcaoissmo? ' • I n{j)gJ3ai 2. 3. C. Substitution drill 1. cgraci-ioi cngjcurfl tai^srra0 2. (BTOOJOo CDgJQJOo (SB)6n!)t'-. 3. (BiaoJti (3i9)6rra°. • 4. roocDnao eoaarocmotS 151 D. Restatement drill Mode11 OTDOJOo 1. 2. 3. 4. raronjoi gcn>e>(oo5 (3T9)6nau 5. (atacucii a_fi CQ><9«> 6. sraojoJ cngjojni 7. CTOOJOS ajejicffioinJ (3ra)6no°. Model 2 2. (graajQciio <33§1<9)O3 3. mt> S) 4. raranj^ a^)^3) CDgjajfaosmra" t 5. E. Response Drill Model a. | 152 1. 2. onnoaioruiswiio tmcrrtwdb n-ism 3. 4. 5. EXERCISES I Match the following A B 1. (BI9) <%L0 a. 2. (\fl)6KT0O SDSQQJ fflcft>C7Do b. 3. mKuaooaao c. o 4. (BiaCU(33S)S CaJ.a/1 • d. ogjlg) cngy(UOD6rra ! 5. (STOOQJOCo 63(33 e. oomoo ^3 6. •HKX* m0|&0(0«(T13 f. fl Rewrite the following sentences using the opposite genders of the pro- nouns and nouns. 1. (BTOCgaDo 63(03 n_l6rot9fi)0O(T)DSna° 2. (sracuoi 6ra>60i3|i6)s (DD^ 3. (STOOJCO cuejioo) oj1ta)c9a1oa)06m>". 4. csamab ana e 5. (BTOOJtS ayi65l36J6>S 6. (5T3a2)0gosnau 7. 153 III Rewrite the sentences using the plural nouns and pronouns. 1. fljn>OJO& r^j)6)Oi5o (D0§e930(DCT)06TD°. 2. OTOOQJOOo 3. (BTOOJO 4. cstoojoS cuaiTcoj 5. (BTOOJOo 6. (sranjoo @cQ>s>raiQQ)06no'J. IV Fill in the blanks suitably. 1. (BTOG§flOKJ10)T6)n&O n-JflJ>100) GCDOCLJfl^ (519Cgy ? 2. f5TocoJooo (T)gyojcno6nD°! 3. aQ)5>a&o rruninni scomTc!Qjiii06TT)0. 4. OTDCUf036)S OLT1§ 6iSo C5T0BJ. 5. SDGD° 6. n^)S>Ci5o ^^t9)0f06)Ci3o Olinj"aflltib ORB 7. (SB) ojoro/lejo jsomejsxiigjoo njgQro (Bia)6rTOu. 9. (sacucb cuej1cs2J 10. 6TO)65Bg6>S Oji^SfflCniDCQJo OJgSJfD (313)600° 12. V Convert the following statements into exclamatory sentences. 1. mid) raiogjradcBsis cugmro 6Xajq«noerK>u. 2. rara@u ojgffiro OJS>CS) OJISOSHB". 3. oracajoco ajgeiro 4. CBTOOJOO ojgs>ro 5. o^)S)n5o ^cftoroaS oug6>fD' cngj 154 VI Complete the sentences wherever necessary and rewrite-them in three groups consisting of three sentences each. 1. ojej1oa>aj§06m>c. 2. 3. ng)S)0(5o 4. «Dg»u 5. 6. r*{J)6)Cf& 7. fDCUc3 8. 9. VII Answer the given questions with reference to the conversation. 1. rara)f!B6>s gsaiCTUDCDosrra0 oigsira mgjcucibl 2. 3. CBB)(!B61S 4. 5. VOCABULARY 8305,1,01006 'lucky man' 'lucfcy woman' 'lucfc' a term of address for the male sex to indicate intimacy, inferiority or informality. 'plight', 'condition' 'that which is pitiable' 'trouble, confusion' 'terrific guy' •1S5 iDnoo .:.''••' 'great, big' • v -,:1 •'••• '-'a'-.'-* •••••••*'<'stingy woman' i:'J'"'*'/ '"': . s'1/f'mischievous people "• 'wit, humour' : ' 'truth' ' . ' ' ;•. , 'trouble' 'cruel people' 'understanding' crojeoojo 'nature' 'bad' 'every month' 'increase' 'trick' 'year' NOTES 3.11.1. Differert types of masculine, feminine and plural nouns are intro- duced. As the adjectival predicates are formed with the neuter -2S°, human nouns can also be derived from the adjectives by adding -o->rt>, -OJOS and -^ respectively for masculine, feminine and plural forms. m§y 3. ai1|saicTU£in5 'house owner' (masculine) dflfsmoruo 'house owner' (feminine) (gsamniDfij)) (ownership) In the above nouns note that -(BTO° or-«J> indicates the neuter noun, (Uf!n 1 -OJOCT5 or -ranx* indicates masculine noun, and that- ' shows -g) or 3.11.4. The interrogative word 3.11.5. Note the use of the particle crowqo added after certain types of nouns, indicating repetition or continuity. iBocroocsnnoQo 'month after month' nj"l$(srowcio 'house after house' aloioroodnnocjo 'day after day' 3.11.6. Vocative marker -« cstmonecro 157 3.11.7. Note that the word ^tcnm 'bad' remains the same in adjectival pre- dicate when it is used to indicate neuter, masculine, feminine or plural nouns. • (Bragg nflamcaioero". That is bad. ruiamwosrn". He is bad. .Qj1«[ra>oQ)06rn>0. She is bad. ^jiraimcBioerro". They, are bad. 3.11.8. rara«(@ is added to a sentence to indicate that it is a non-committal statement and that the speaker is not responsible or not very much convinced about the truth of the statement made. 6rai60BOo (Hrotxnogns aj '•:•! :jJ-'1..:i.""'X'•-•;*':!!•'J ; • /iJ';:;j:S /'';!':'•;'• UNIT 4 '>' •<•.( •'.'").•• LESSON 12 CONVERSATION Suku, how old are you? Eighteen. : ojraii6)cr>G§o ? ojioomooo Eighteen ? When is the birthday ? Last month was my srmoriJ mogiaiocan 18th. birthday. That time I was at my place ov)Ogg : reros>flr)65T3SKT> ? s" (BTOOJCJOI How is that? Was it vacation time for you ? 158 159 00*1 CT/T6>CT5O n_iiocTT)ogjioro° cnogitoi So you were in your 1 native place for your birthday. Weren't you? (BTO6)(0V. Yes. croo'a, s Or)i6)fl3o So, how was >ouf birthday celebrations? Was it grand? cry* : oroor>1a»° anmouoosvoera" For you always it is a joke. Poor people's matters are jokes. Aren't they so? No, Suku. This is not a joke. It is quite serious. orv<9> : n^)6)rtio siojoonra orooso, go's mocroo $anoo My dear Sir, till the third of this month I sTcucrorae was a porter—that too a half starved (3TO60BCT)6)(!jro) man. Some days we were totally starved. Are the feasts and birthday celebrations, etc., meant for such poor people? Suku, in this young age itself you sound philosophical. 160 . ssirt/l Sir, this is not philcr njnBcsaoi crura>iisosnB0. ngjffloio sophy or logic. It is raifl6i5i36>m the rough reality of* oroewso, nJoojajBOocas" SDHS sTaflro>0 life. Such was my ©(is oaonjmoartD". cue/looi ens eoro<>. eighteen, years experi- ence. Sir, this life is a curse for the poor people. It is a great burden. (m>^>iBstoenti o-i1s)om ss"loj1«narv6vjs> DRILLS A. a 1. 3.. <3mnj5)d&o cummomexma) njiocmogoeneJOoMo 1. Cn1CD6><36)(2) 2. 2. 3»' mjooioro" 4. (Tv«fciiioroa8u eoroaio6rTO0 u 2. raro@ ffloorosMorm 3. gor 161 B. Build up drill Model 2. eort»BO6rrau. cuejicai eoraoi06no0. nJ0nJS0T3Ooc9Qu SsTojirtOo 63CS3 Oje/IOQJ S0fD0106rrao 3. (BT3isrrao. •' C. Substitution drill Model 1 14-3 C1IL/M/80 w ag)CT)1 2. onicnaa" 6I0)60T3Ooe9ao (QJI oborui o_|O oroooiao" 3. n_ioai63isco 4. nijagsj" ^6)(tnocm)o ons CTU(tn1c9«8u 163 '''«' '•• :-*-r-'•'«•• raTonon/loro" 6. (araffignrxoTmina0 crojorwo Model 2 crurog cruroggg" agjca-jo^o ra)mo(/0QQ)O6rro° .1. (STDSgaOo •Stinooi i ...'i;1 . v,.'; ••'"' 164 D. Transformation drill Model 1 OOJUO^OOCfflifiBOfTO. 1. otDOgoOo oogj csracu^0oJc9>0f)06rroo. 2. raracaiooo ffloirruoaflejosnD0. 3. (Boyo/lora0 OQCTTOO crusys)06ni>'J. 4. 5. Model 2 2. 3. 4. t3raai(& 65RB ongj 5. (SO) E. Response drill 1. (8®) croionliB ecxya>faniocai1ra3 3. 4. 5. m1ODisroro>oanro OTOOJUJI EXERCISES I Fill up the blanks using the correct form of the word given for each sentence- 2. 6TS165I3<36)S gDCTTO° OTSOJCJUl (BTOgJ. 165 3. 6T3>0(U (B»)0Q/lf!Bm8 4. croB^ODoera" 5. raw© cue/loo) c/»onj<> ? II Fill up the blanks suitably. 3. 4. 5. (ST3) (3ias)(Tnoff)«e6) —nr- taiB)CQjTciBcrR)» 6. Ill Answer the following. 2. 3. 0T»i63BOo gDB (TUlBOQJo CTUJOWo 4. 5. O/I65I3OO <93§Tc0«Oej^gu (ST0(g)ffi1 fBT3)0Q)1((J3(ECTT)O ? IV Give one question each for the following statements. (319)00/1 (33019. \ 2. aitfierarm momjo cusiro sraionJ rLg)6ia3o arojaraio mo§nejoce)1ro3cn8 3. (BragjooajiflBrrro. sraionJ ^ejiafiioranS (srogjocssjidsfrra. sttnoab <36)OfDmoco)T nBorro. 4. (5»)0Q)1ra3cno. gocmnej arofiusoacea0 otaajcul 5. 6>6>(rLjino1 cruo^g1(a3 ti^mcflo n^ooojo fD3(TW. 6. (3racgnf)(!sro)1s)aio (mamaa})6>s COJ«B° rooco 166 Y Frame at least 15 sentences using the table given. roimotra OTd)STfi)IJ (BTDCTO" f3Td)QQ)1(U3CnD taronjtui (% i~t \ r*t\ 1 && fStOGnJOOo (319)00)1 (EBGCTTX) ffiCJOOJ ICTD gormoej (HTD (B S nO C0TO) ^ OR)U VOCABULARY 'to you, for you' 'age' 'when' 'previous, that which is past' 'month' 'birthday' 'holiday' 'work' 'at the bus stand' 'coolie' 'celebration' 'that which is grand and majestic' 1 CTUOOTCTO0 'to sir, for sir' 'gold, dear' 'date' 'porter' starved1 man' 'some, few' 'in the days' 'total starvation' " (3196513006)010) 'of that sort* 'for the poor people* 'feast' 'this much' 'in the youth itself (SOJ80CT5)o 'philosophy' 'logic' 'life' 'that which is rough' OJfftoMo 'year' 'to whom' C/BOnJo 'curse' eorOo 'burden' <0j fOl 6T31J CT5> c9€> 0 fO 05 'black marketeer' 'smuggler' rroi ml aioroiOfDSOBOo 'film stars' oryffljo 'comfort' 'party' NOTES 4.12.1. Note the use of the interrogative word <^D<2) 'how many', liow muchr to ask one's age. The verb form used is reraioaT and the the noun should be suffixed with the dative case suffix - 4.12.2. Note the pattern of .different nouns when -<£>«" or— £u is suffixed. COT > 0DitD<9«u 168 6Wi«513Oo> 6I3)S013Oac9So roocu 4.12.3. The suffix-a**" or-§° indicates purpose or the beneficiary also. 0 * 1. o-floonogiicra 6nnooi I Was in my native' place onogi&iocaflciBanra. for the birthday 2. crolcr)1iiio(3)ora6in30o<»s)06na0 ag)onrao The daily parties and feasts are for the film stars. 4.12.4. The form (m>w"\cmcm is used to indicate the past tense for the Copula verb (sa>smu. Jo Last month was my 18th birthday. For negative copula verb, (sraioo/lflBanro is suffixed to 0 (^)or)n 4.12.6. Another interrogative word introduced is n3)(! LESSON 13 CONVERSATION CDUIQQS gori5(j\}1oo^§1na° a«>1aioc&fi Will tomorrow be a ? holiday for our Insti- tute? Why? : cnowg so6miB(sgj ? Isn't tomorrow Onam? So what? 169 170 ojaiToQ) Onam is the biggest festivel of Mala- yalis. cnamoo c/orai. tus) (3T96)f!no6i<96) i/ofoT fu>6>ono, nQ&ti&a croogD. That is agreed, dear gdic^ioo^g0 CA^BcruAa^aroi Sahu. But doesn't our Institute belong to the Central Govern- ment? So what? gdjroojsxDocnD Onam is not a festival <3rc>gB6) rus)<&m 2 OOOI OTUoCYMDOCT) The state Govern- moi^moem". (STOOJU/1 . ment has holidays for only one or two days. ISO)02)1 ft>1<96!o. (313)00/1 rDRrofl6)nj>0<3g50QQ/lCO Only the educational Institutions will have ten days holidays. rare) In 1968 I was in Kerala during the Onam period. How beautiful was the goddess of Nature at that time! During Onam time it will be flowering season in Kerala. cruo^Q : STOIOODo Sastri, during next Onam period I too will be in Kerala. How is that? ofuoaQ : My Malayali friend mooojrsQs Sadasivan Nair's s>ej marriage is during that time. The marriage will be at the Guruvayur temple in Kerala. DRILLS A. Repetition drill a 1. or>O6ig cnaj 2. 3. CSTB) CrOlDOQJo CT)i6013g6>S rLj<9S>0EJo (3K)gjOOQ)1(OTc9ao. 4. 172 2. m®> ai*l§i6>ej rsrajgAnggjOo cugoro 3. c/B00B)Tar)cr)oi6)ej 4. §D 1. rug© sTajcroa8aic mai^" (siaajcjul 2. 3 1. OiferogroTmimej ^gaBciJOoa^ (b (5toanjej(aro)1«5J 2. 3. 1. fBra)OQi1ro«ji3)1s)f!j>og§ooQ)1romT!n1 2. (3rajcs»1ro«jnj)T 3. tBra>oooQ)1(0(anj)1 B. Transformation drill Model 1 mo6ig cnofflg caroajcul !3Tagjooa>1ra1e9ao. 1. (BTO6)toioro3 OJEJICXD 2; ^6)«nora3 ongj 6>e>ej(gryo1 3. 4. 5. Model 2 1. rataognrio ongj 173 2. 3. raroorolrru0 4. 5. Model 3 cDuajms 2. (3KB) 3. 4. (3tanj6)too6> 5. go^o mejcaogo Model 4 1. 2. 6T016313gS)S 3. (3TOOJS)OSO 4. iB6m1 oriB eajuotjbooca/l 5. C. Restatement drill Model 6T3)65I3Q6>S 2. tog" nqjsidbo rLjra>1cai 3. mags" cnasjsts m D. Response drill «\, ;-;u r Model . o gDO CTO!ECQ)o CT)i6013Oo 2. goro cfcojirai ooi6israsasnnpcB6rr)o ? 3. raro§«5to) cuAnMo m1§ar3Oo 4. cr>1ffljT3<36)s 5. CTVl6ai3|is>s EXERCISES I Fill in the blanks suitably. 1. raT05«5TD)Ojf?>niio goB crocncfflo sroiorfl n^)6>oJo 2. 3. " otmooi 4. .5. ag)6inbo •6. , (5C\JUO<§>(2> 7. OTOcm) 6TTj)Od5 8. 9. 10. (Hra^u 6TO)63T3g5)S OTSCTUeJEOoTTD0. Transform the given sentences to their corresponding past and future using rarajCH/lcrBonro and 1. CBTD6VOTOSB nJtPCQJ 2. rsragg" (moe§tin(aniiT6io5o orujoroio cnisoeno". 3. raoqcuiwT&o n^ooojo cngj c|)(o>T 175 4. <3roC8,nr><0TB)i6KTao ^fe| 5. (SO) cftiOtD^o OJJ36K0 3CQ)CT)T0Q)aiO6nBu 6. (3TSQQJ0OO O« Ill Answer the following. 2. 3. BDflDo eoro«r)ToQJ(33S)ss)CQ)gjO 4. (3TB)OOlE5)raTi5) C5OiCC»T«!^ (BEJOOJOgo 5. IV Give one question each for the following statements. 2. rgrasxtn. runjincscnwoo nnicaJroiT 63«>Tnjoc!QjTroT<9eo. 3. |0tu)0ca)Tra3anro 4. Gosmt9«)oej^ 5.»,»n^nrflo BODOO ^ocruTsiej (gTDUJ^orLjcfcnS i^T . cnoraooajomciS cDOQo;roocxDif33cna. V Write in Malayalam words. 1948, 1846, 1967, 1776, 2233, 4118, 8868, 9999, 6543, 1234 VOCABULARY 63*1 QJ° 'holiday, vacation, vacancy' 'speciality, importance' 'Onam, the biggest festival of Kerala' 'so, therefore' 'festival' 'for what, why' 'majority' 'Central Government' .SO 'State Government' eccmo 'one or two' 'educational institutions' (818) 00)1 (POTTOli 6)13)089 000)1 (D!gTO)1 '1968' 6306m c0«oejo 'Onam period' 'goddess of nature' 'flowering season' (BTO§(OTiJ) 'next' 'friend' 'marriage' 'temple' NOTES 4.13.1. ra%srrao sentences are used in future tense. The form 0r03o (BO)