Oxford English Grammar In Urdu Pdf Download

AY23-24 This is a year long, three quarter language sequence. Students start the year by working on reinforcing all the language skills attained the year before, and adding the Nastaliq (Urdu) script to their skill set. They continue developing speaking skills and listening comprehension, as well as expanding the Hindi-Urdu grammar and vocabulary. We do so by reading poems, short stories, blogs, watching and discussing movie clips, short films and videos, and making in-class presentations. Some of the topics that we touch upon during the year are short Hindi-Urdu stories, short films, poetry, etc. By the end of the three quarter sequence students attain intermediate-mid or higher language proficiency in Hindi-Urdu.

Note: Please purchase all the required textbooks in the fall quarter, as this is the only quarter that they are ordered during the year.

Urdu has been described as a Persianised register of the Hindustani language;[15][16] Urdu and Hindi share a common Sanskrit- and Prakrit-derived vocabulary base, phonology, syntax, and grammar, making them mutually intelligible during colloquial communication.[17][18] While formal Urdu draws literary, political, and technical vocabulary from Persian,[19] formal Hindi draws these aspects from Sanskrit; consequently, the two languages' mutual intelligibility effectively decreases as the factor of formality increases.

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Standard Urdu is often compared with Standard Hindi.[167] Both Urdu and Hindi, which are considered standard registers of the same language, Hindustani (or Hindi-Urdu), share a core vocabulary and grammar.[168][16][17][169]

The grammar of Hindi and Urdu is shared,[168][181] though formal Urdu makes more use of the Persian "-e-" izafat grammatical construct (as in Hammam-e-Qadimi, or Nishan-e-Haider) than does Hindi.

If a word is of Persian or Arabic origin, the level of speech is considered to be more formal and grander. Similarly, if Persian or Arabic grammar constructs, such as the izafat, are used in Urdu, the level of speech is also considered more formal and grander. If a word is inherited from Sanskrit, the level of speech is considered more colloquial and personal.[230]

Overview of class

This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. ( )

Learning Objectives

The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.

This course is a year long, three quarter sequence, and is meant for students with no Hindi-Urdu background. At the beginning of the three quarter sequence, the students are not expected to be able to speak, understand, read or write any Hindi-Urdu. In the first quarter (Hindi-Urdu 111-1) the students are introduced to the Hindi (Devanagari) script and to aspects of Hindi-Urdu grammar. By the end of this quarter the students are be able to talk about their family, their routines, their likes and dislikes, and also describe actions in progress. In the second quarter (Hindi-Urdu 111-2), the students continue to learn new grammatical constructions. By the end of the second quarter the students are able to talk about events in the past and the future. In the third quarter (Hindi-Urdu 111-3) students learn to express possibilities, wants, abilities and capabilities. They also learn finer aspects of grammar. By the end of this quarter students achieve intermediate-low language skills in Hindi-Urdu.

Teaching Method

Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.

Evaluation Method

Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.