An intensive course in Manipuri 8173421196

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AN INTENSIVE COURSE IN MAN I PURl

Central Institute of Indian Language Publication No. 514

'Jhio book i:J the outcome o/ a :Jerie:J o/ :Jix worhofwpo orfjcmized b'l tfw Jnjtitute between the period I 999-2005. .Academic re:Jource:J were provided b'l tfw /offowinfj experi::J.

Dr. I. Robindro Singh

Dr. Ch. Sarajubala Devi

[Workshops in 2003, 2004 & 2005}

{Workshops in /999, 2000, 2002, 2003, 2004 & 2005}

Dr. Hidam Dolen Singh

Dr. N. Pramodini

[Workshops in 1999 & 2000}

[Workshops in /999, 2000, 2002, 2004 & 2005}

Prof. S. Imoba Singh {Workshop in /999}

Dr. L. Sarbajit Singh Ms. Indrsakhi Devi

[Workshops in I 999, 2000 & 2002}

[Workshop in 2002]

Co-Ordination & Supervision

Prof. P.N.Dutta Baruah [Workshop !999] Dr. I. S. Borkar [Workshop 2000} Prof. B. Syamala Kumari [Workshops 2002-2005] Fina/isation and Editing

Prof. B. Syamala Kumari Dr. N. Pramodini

II

AN INTENSIVE COURSE IN MANIPURI

Editors

B. Syamala Kumari N. Pramodini

Central Institute of Indian Languages (Mmistry of Human Resource Development, Dept. , ofHigher Education, Government of Indta)

Manasagangotri, Mysore - 570 006 India

An Intensive Course in Manipuri Edited by B. Syamala Kumari & N. Pramodin i First Published

February 20 I I Magha 1933

© Central/nstitllle of Indian L-anguages. Mysore. 20 II. This material may not be reproduced or transmitted, either in pat1 or in full, in any form or by any means, electronic, or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from:

Prof. Raj esh Sachdeva Director in charge Central Institute of Indian Languages Manasagangotri, Mysore- 570 006, INDIA

Fax: 0091-821 -2515032 PABX: 00911821 -2345000 Website: http://www.ci il.org

Phone: 0091-821-2515820 (Director) E-mail:[email protected]

For further information contact: Dr.K. Kapfo Head, Press & Publication E-mail: [email protected] ISBN-81-7342-1 t 9-6 Price: ~ 570/-

Published by Prof. Rajesh Sachdeva, Director in charge Central Institute oflndian Languages, Mysore Printed by CIIL Printing Press, Manasagangotri, Mysore-570 006, India Cover Design: H. Manohar IV

FOREWORD 111

Established on the 17 of July, 1969 with a ,·iew to assist1ng and co-ordinating the development of Indian Languages, the Central Institute of Indian Languages, is charged with the responsibility of se:1Ting as a nucleus to bring together all the research and literary out-put from the va nous linguisti c streams to a common head and narTowing the gap between basic research and developmental research in the fields of language and linguistics 111 India. The lnsttlute and ns sc,·en Regional Language Centres are thus engaged 1n research and teaching which lead to the publicatwn of a wide range of ma teria ls. Preparation of materials in Indian languages designed for learmng/teaching at different levels and suited to specifi c needs IS one of the major areas or interest of the Institute. Basic research relating to the acq ui sition oflanguage and study of language in its manifold psycho-social relations constitute another broad range of its tnterest. The instructional materials produced by the Institute consist of a variety of books, audio cassettes, '1deo cassettes, film strips and online courses. Language teachi ng is an ancient profession in India. It has a long tradition of teaching classtcal languages following the Gurukula system. The teaching of a language was not considered to be independent of leaching philosophy, logic, grammar, poetics and for that matter even mathematics. But the teaching 111 those times addressed Itself to a selected group 1n the society and thus was shaped in methodology and objectives by the moti vations and purposes or this group. Through centuries and centuries the situat1on kept changing and the selected group multiplied into innumerable need based groups of different age groups, professional groups, interest groups and groups of language learners who learn it for the sheer pleasure or learning a new language and not to exclude those learners who leam eli fferenl languages as a result of policy implementation of the socio poltt1cal system to wh tch they belong. Language teaching has developed as a sub-d1sciplme within applied linguistics in modern times in India as it is elsewhere. All the segments of the !>Ociety learn languages which may be the mother tongue. first language and or the second language. The imp01tancc of language ski lls in the educational process, economic acti vities and cul tural assimilation has been recognized and the populat ion of language leamers IS increasing by leaps and bounds. All these pose a cha llenge to the linguists and the materials producers to develop models, methods and materials which could meet each and every need of d1 fferent learners and arc sunablc to the different learning abil ities and aptitudes. The Centrallnst1tute of Indian Languages has intttated an intensive Course Seri es in major Indian languages to provide suitable and comprehensive materia ls for leaming and teaching the language concerned. In any language teachmg situation, v

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 known to unknown, simple to complex 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 literary sensibilities? How does one build into the material conceptual prose? How are lessons to be presented? Should the translated discourse structure be made to look similar to the original discourse structure? Questions such as these have been answered differently by different teachers and researchers. This search is a continuing phenomenon. Therefore, language instructional materials continue to represent linguists' unfinished education in this area. The fotmat for this book An Intensive Course in Manipuri is the result of a consensus an-ived at by the lecturers and principals of the seven Regional Language Centres and the researchers in the centre for Materials Production of the Institute. This book is the product of six workshops spanning over six years and actual classroom teaching ofManipuri to non-native adult learners who are school teachers from different states and union territories of India. This is the prescribed text for the three month Basic Course of the 10 month language training program in the North Eastern Regional Language Centre of the Institute at Guwahati. The Institute has already published Intensive Courses in Assamese, Bengali, Gujarati, Kannada. Kashmiri, Malayalam, Marathi, Oriya, Punjabi, Sindhi, Tamil, Telugu, and Urdu. Manipuri and Nepali courses are being brought out presently. Even though our Intensive Courses have been prepared specifically for the teacher trainees of the Regional Language Centres, these books will go a long way in learning/teaching ofthese languages by any adult learner. I am happy to congratulate the Manipuri lecturers, the trainees, the materials producers, the supervisors and the editors, our press and publication people who have enabled the Institute to bring out this book in a creditable manner.

Prof. Udaya Narayana Singh Director, CIIL

vi

Editor's Note Manipuri is one of the scheduled languages oflndia. It is the major regional language of Mani pur and it belongs to the Tibeto-Bum1an fami ly of languages. Manipuris call the ir language 'Meiteilon'. It is also spoken in the North Eastern States of Assam, Tripura, Nagaland, Mizoram, Meghalaya and Arunachal Pradesh as a minority language. One can also see considerable number of Manipuri speakers pursuing higher studies in different cosmopolitan cities of country. Manipuri language has got a rich h·adition of folk literature and many modern pub Iications. The Centra l Institute of Indian Languages has undertaken many research programmes and also brought out some publications such as Manipuri Phonetic Reader, Manipw·i Nursery Rhymes etc. Manipuri Pictorial Glossary will be published shortly. Manipuri pronunciation cassettes are due to be brought out. Language Information Survey work with respect to Manipuri is also goi ng on in the 111 Institute. Ever since the inclusion of Manipuri in the 8 schedule of the constitution of India, the Institute has started undertaking programmes in Manipuri simi lar to the ones done in the other scheduled languages. Accordingly the North Eastern Regional Language Centre at Guwahati has started the 10 month Intensive Course in Manipuri (along with Nepali) for school teachers deputed fi·om various states and union territories. This ten month programme consists of Basic, Intennediate and Advanced Courses running to a total of It 00 instructional hours. This book and other supplementary materials prepared by the Mampuri faculty of the centre are the instructional input for the basic course of the duration of 450 instructional hours. The ten month training programme in Manipuri commenced in the year 2000 has attracted teacher trainees from other states to learn Manipuri as a second language. This book, an Intensive Course in Manipuri has taken shape in the hands of a group of Manipuri linguists from Manipur University and NERLC Manipuri lecturers under the supervision and guidance of the Institute's faculty in its centre for Materials Production in a series of 6 workshops conducted during d ifferent periods of 10 days to 30 days from the year 1999 to 2005. The general fonnat adopted for this intensive course is the one foll owed for the preparation of other Intensive Course books published by the Institute in the 13 regional languages after years of try outs in the different Regional Language Centres ofthe Institute. The preliminary drafts of this Manipuri book prepared in the first two workshops have been drastically modified in the subsequent four workshops after the try outs in the actual class room five times with five different batches of teacher trainees. The Manipuri lecturers who were entrusted with the job of conducting the language classes brought in their feed back for correction and improvement of the materials. The undersigned, herself a language teacher in the Southern Regional Language Cenh·e of the Institute for a period of ten years ( 1970 -1980) and also the author of An Intensive Course in Malayalam accepted the challenge of working with

vii

the Manipuri experts in getting the materials revised and rewritten several times to bring them to a press ready form. The enthusiasm the participants of the workshops exhibited can be matched only with their commitment to the actual work. Since my introduction to this book which follows tllis note gives ample infom1ation with respect to the objectives of the course, the fom1at and structure of the book and the lessons including some suggestions to the teachers, I refrain from repeating similar statements in this Editor's note. However I would like to utilize this space to express my gratitude to people who made this book possible in the present published form. First and foremost I am thankful to all the participants of the six workshops namely Prof. S Imoba Singh, Dr. N. Pramodini, Dr. Subadani Devi, Dr. Sarajubala Devi, Dr. Hidam Dolen Singh, Dr.L Sarbajit Singh, Dr. I. Robindro Singh and Ms. Indrasakhi Devi who spared no efforts to write, revise and rewrite the matetials as per our suggestions and requirements of the class. I have to record here my special thanks to Dr. N. Pramodini, Associate Professor in the Dept. of Lingu istics (Manipur University) my co-editor of this book and also who participated in five out of the six workshops we conducted and is responsible to a great extent in getting the book finalized as well as in getting most of the lessons in the DTP fonn after several proof corrections. Dr. Sarajubala Devi who attended all our workshops, taught the different versions of these materials in the class to five batches of teacher trainees from 2000-2005 and has put all her might mto the making of this book deserves my 'very special thanks' for her conunitted work. Dr. I Robindro Singh who participated in the last three workshops and came out with his very useful suggestions after teaching the materials to three batches of trainees in our NERLC also deserves my gratitude. His patience in incorporating most useful and essential corrections even in the DTP stage is praise worthy. Dr. Dolen Sing.!, presently working in the Institute and participant of our first two workshops have carefully gone through the final ptintouts of the materials just before publication and made the last minute corrections also deserve my sincere thanks. I am grateful to Prof. Udaya Narayana Singh, Director, CIIL, for extending all the fac ilities for the smooth conduct of the workshops and for his suggestions for the improvement of the materials. I must also record here my thanks to my colleagues Prof. P.N. Dutta Baruah and Dr. I.S. Borkar who conducted the first two workshops for the preparation of the preliminary materials for this book. I am also thankful to Shri T.K. Goswami, the officer-in-charge of our North Eastern Regional Language Centre who requested me to take up this work of getting the preliminary materials revised and rewritten and making it publication ready. I owe a deep sense of gratitude to our Librarians Dr. C. R, Sulochona, Dr. B.A Sharada and Dr. R. Suman Kumari and cataloguer Shri Mir N. Hussain and also to Shri S.S. Yadurajan and Dr. B. Mallikatjun, associates in many of my materials production workshops for helping me in more ways than one in the preparation of these Manipuri materials also. Ms. T.V. Vani of our centre attended to all the correspondence with respect to the conduct of the workshops and did other work relating to the pre-workshop and viii

post-workshop activities. r heartily thank her for her cooperation and help. Similarly I am also grateful to our accountant Shn B.G. \llanjunath and his colleagues Shn Yathiraju and Shri S. Raju who looked after the financial aspects of the conduct of the workshops. A num ber of other people also helped me 111 various ways 111 getting the materials finalized in the DTP fom1 and seeing it through the press. [ am very grateful to the Management of employees of the finn, Soft 'I ech Computer Centre cum StatiOnary, Samurou Bazar, lmphal and Smt. Swamali Chowdhury, Mysorc for the pains taking DTP work of the book. Prof. Sam \llohan Lal, I lead of the Computer Appli cations Cenh·e of the lnstllute and his colleagues, Prof. K. Ramasamy, I lead of our publication centre and his colleague Shri R. Nandeesh, Shri I l. Ma noharan, artist and Shri S.B. Biswas, Manager of CIIL Press and his colleagues, also deserve my mfinite thanks. I am extremely gratel"ul to my husband Prof. K.V . Srini,·asun, himself a lmguist, who widened my academ1c horizon \\ 1th his discussiOns and exchange of ideas and extended utmost cooperation to me in all my work. Insp1te of the fact that I had to spend several long hours in the office during working days & holidays, he cooperated with me ungrudgingl y and w1th real concem. W1thout his help I would not have been able to do what I have done for des1gning and getting prepared different kinds of instructional matenals in reg1onal languages through continuous workshops for decades. I am extremely grateful to him for all IllS help. B. Syamala Kumari

20/5.'2005

(Prof. Cum Deputy Director)

IX

Unit4

19.~

Cricket

275

I am playing

289

21.~~~~~

Environmental Protection

301

22.~~

Pastor Uncle

315

23. "J.

~

>

,-, '-~

(',_,,

C

(,-, ,_,

~

\3

>

cc:t

C

c:)t

C_, ,_, 'JT

~

,-,

'f

' -~

,-,

~

' -L

Chart II

Consonants with secondary symbols of vowels q;

q;r

fu;

"$T

~

~

~

(qi

(q;

Cf

'>fl

Rr

~

-tl

1

'1

C'>f

c'>f

C'>fl

csn

'>f~

q

m

Rr

ijf

'I

~

~

00

00

em

dit

q~

~

~r

~

~

~

~

~

c~

c~

c~r

c~r

~~

, 1)

or

Th"

5T

~

~

Q

CD

C5-

cor

dt

1)~

w

Wi

~

~

~

~

cw

em

'i~

ISlf

~

~

lSi.

\9f

CISl

Cw CISl

cwt

ISl

fi Rsl

C\Slf

~

\Sl~

~

~

w

$

w

¥

~

~

w

~

~

[JT\3 'lfff\3

(n:rr31T n:rr31T + ., -

XP

~~

+

wfif.1

>

Cb'

~~

~

+

wfif.1

>

~All! C'1 c; •f)i'q

4 .m~

+

\5~

>

m~~

+

~

>

\3f1'

Dfqi\5.;nR

-6JTCI'i

+

~

>

iii

csn~.;nR

+

~

>

m~

2.~

~

\n'Rm 6. OfltR I Gtftr

";.flft

~+

~

>

~.;n

3lGfq

+

~

>

~

~~+

~

>

~~~~.;n

~

+

~

>

~

+ ~

>

m.;n

1=fT

+

~

>

1=fTlft

~

>

~.;n

~

+

~

>

~Twft

2.~+ ~

>

WcP

+

~

>

~

~+ ~

>

~

+

~

>

~

~

>

~

~

+

~

>

~

if-.M~ + ~

>

if-.M~~

~

+

~

>

1fucl~

en en en en

>

~GT

>

3Rffl'TGT

>

~

>

~~

>

~

>

~41Cl'ifll

>

-xr=nmrG"fll

>

1:ffi1ill

m

~+

~+

-

~

3.~

+~

>

~

~

+

~

+~

>

~

m

+

~

+ \91

>

C

'l(~fi1j

~

+

5Tql

+\91

>

~

~

+

("1-~

+ ~

>

("1-~

~tfTCP

+

~3Slf'1+ ~

>

~~

~R+

+~

>

'9ft~~

1:ffi1

+

en en en en

5. \5TWf + '9ft

>

~

~

+

"41

>

~T

~+'9ft

>

\5J cH

T;ff~

5T

+'9ft

>

~

T;ff

+

"Y"T

>

"'f:flElT

4.

'9ft~

- - ---------

22

INTENSI VE CO U RSE IN MA N IP U RI

+ -9ft

>

~-9ft

"'Cl(l

+

~n

f9tqi

+ -9ft

>

f9tqi9jl

ftrc:p

+ -9ft

>

9f~9jl

q(l

-en > -en >

ftrcmT

~ ~

+-9ft

>

C11

c;ryc:pqr

7. ~-ifi+m

>

~~

~l1Glit

+

XI

~

F

~

~ (m)

+

XI

> >

('9" (~)

+m

>

cCiSJt

~ (m)

XI

+m

>

mn

~ (~r)

XI

> >

~~XI

ot

+m

>

c~

it

+ + +

XI

>

irXI

+ + + +

c;ry

> >

~

m > m >

'ffl1c;rT

(~)

~

8.

m.

>

~

6.

~~o;R

+ C1i >

~~'li~C11

~

~

~

~

+ C1i >

~

"ffl1

9jl9f

+ C1i >

-9ft~

qrq

m ~"f~~ ~ crrt

:t1PI1T~'Z'>f'Z'>1T~~

I (Wh~'()R:i I

(~)

~~ m~ ~P=r~fST 5tflqf m~ ~~ lf1~ ~ 1

III.

~cnt~~crrt~~~l Complete the following sentences using appropriate words.

1. -a~~ \3\Sil

------- ? ~ ~ 31Tvn ------- ?

2

srt~. ~~ ~~'l'f~SJ: \51f~ - - - - - - - ? 'ffitAT' -;pfi ~Xi ~

'?

3. ~.;n ~~'l'f~~ ~ ~ -;pfi ~Tj ftrc:tTG'xT

?

5. R3if8'l ~~.;n ~('1? fti~Qt'i Yf.llj)x'it ~

c:f

?

35

LESSON 2

m~ ~

VOCABULARY ~

l1ffr

this

~tsr

~

today

~

~

first

~

~

but

-ac~

~"ffi 'lC'8

'it is not' copula

negative .

The second person pronouns ~ (-;:f) and its polite form ~ (3l"G'tl=f) are used in the sente nces as given below .

i)

5ii~Wl!JI, ~ ~.;mn

?

'

9ft1J!l

+ + + +

QJl1

(611)

+

Cill

c~n)

+

llll (611)

(ETT)

+ +

W C!J9f1

em ("CJT)

-em

>

(if

>

~

>

-qt

47

LESSON 3

ill.

~ xti~~~ ~ cnt

-Build up Drill

~lllld(j)11 ~T

~\3 ~

-Model ~~-qfl

illct>~iGII

mr~~-qf~~ ~ illct>~iGI ~I

1.

9ft~~ I

~I ~9ft~~ I

~~i ~~9ft~~ I

l=R) ~~I

~~~9ft~~~ ~l=Rf~~l

2. 9flmli ~I

C5rnrnro

mrn xnf5f

1

CfTft wfu I ~

=

cm~tsr~

~

:-m~~l

Ibe

1

C~'\~-): ~~~~~ _a~ ~­ cfhHil"iEft-9: ~~~~ ~

Yes, come let's go.

Shopkeeper- I : Sister/Aunt/My dear please

¥>A-

come to my shop. Look at

f5rttt @f~fXHW*I% I C~'\fSr~fSr fuc:"r fi~ ~I

: Sister, I am not that type of a person. I am not cheating

~ ~ i1t'll" 1 Cj_91f "ao!Sr

you. Rs.340 is the real cost/

~~~I~ ~'doftt

price. My profit is only Rs.

'Sf'ft.sfi ~ 1 ~.;n c~~N

10. It is not very costly.

lffiT1ft

~I ~ ~

'191l ':>0 f~~ ~ ~ ~IIJIC1~'il ~

> @If~

'Rq

> ~~

(j'i(f)

- Build up Drill

-Model

~C\3 1 3. ~'1\31l~~~~l ~Ci ~ lRSlf

ilt"J•1'11

~>i (

~'11

+

"Cfl1

>

Q511Tr:!)

(i•F!Cfifl'j))

(~HBIff ~ \51>r'S'f~ -----------~~

(II)

lfEl 3fqT[1fi - -----------

I

(C!J~ifl. -mrt, ~. ~)

I

(~.

~. ~)

m?!1,

omt me~~ tsif®A'i'il Ql~ ~~M~fSf ~"1~ ~I ~

-qrffir

R:it'tt?ICJ)'11 CJI~4~fl i R't

1111 ~ I

Complete the following sentences using the appropriate forms of the words. 1. ~ - ----------- I

~ - -----------

I

2.~~

(~)

~1ft q I ~~'il'!) '1))

____________ ~ \5fSn m\3~ 1 1'1 tl VR1

3. C1l~rnl\3~ M odel : b.

~ ~~llt C'1 1 ~~~lltC~ I

1.

~ ~~llt c~-CCim~ Cc11

2.

\5f~'fl\3~ Model: c.

~~~~ Cc1.~ ~ C'9"l~C~ I ~~~~ ~ ~$)" CC1l~~?

LE SSON 7

Y.

127

1.

~.;n "!Jfflf ~~ ~\3~-sn

15'Z~I

~H:l\Slil~

+

C

~I!J \Sl $JCii!l

I

LESSON 8

2.

139

-m:r

+

C'S'f

>

$'S'fl

M

+

C'S'f

>

Mc'S'f I

-mJ(iSi)

+

C'S'f

>

~'S'fl

M(iSi)

+

C'S'f

>

MiSit:'S'fl

~

+

~

>

~?

~

+

~

>

~?

9fql

+

~

>

~?

~

+

~

>

~~?

(c;;

+

'S1Bl

>

Cc1'11Bt?

5T

+

'S1Bl

>

5T'S1Bl?

~~

+

'S1Bl

>

~~'>lm?

m

+

'S1Bl

>

m'I1Bl?

3.

4.

(III) Build up Drill ):j\3~

Model: \')~

wn Wlt\'3~1 ~

~wn \'3~1 ~~~

~~~~ Wlt \'3~1 mm

mm~~~~wtt\'3~1 ~ ~ mm ~~ ~ ~

wn \')~ 1

mrn

mrn~mm~~ ~~wn \'3~1

INTENSIVE COU RSE IN MANIPU RI

140 1. O'Z~ I

~O'Z~I \3\Sil~R~I 2. ~I

C~91tc1~ Cc1w I ~~ C~91tc1~ ~I

3.~1 ~~ I ~~~~ ~'11H:II51~~~~~ 4.~ 1 ~~ I mm~~ ~ ~mm~~ ~

Jq~mm~~~ \3\Sil,

Jq ~ mm ~ ~ 1

5.~ 1 ~~I ~~~~

w.:r~~~~l (IV) Substitution Drill 'Sl\3~

Mode l:

LESSON 8

141

1. \'3W w~ 01t~~d~r 1

m~1 ~~9fRI ~xftf I (b) >@r ~~

4.

9ffitR I

(a) ~'f-.~ I

(b)~~~~~

~ m~fit~ EXERCISES: L

Complete the sentences using appropriate words from the choices given.

~-~~---············· ······1(~.~.-.~~) 2. ~~ ~ ~ l0CCit~~

......................:Cc11 c~. ~~tiT. ~. cf051, Cc1)

II.

Complete the sentences using the appropriate forms of the words given in the brackets.

1.~---·······················-1 (~~)

2. ~m~ ~ ~------------------lft9fic1'>ft......................... I

3. ~ ~ ~~ f?J\3Wf..................... l 4. ~ ~ CJ.-9'9ft .................................. l

5.~~~i51m........................... l IV.

Transform the following affirmative sentences into their corresponding negative forms. 1. ~ ~ ~\3~ f?J\3Wf ~I 2. C'>ft~ ~~ 5T~

~9ft

_a.;n

+

(~}DC1"

>

~

_a.;n

+

(~}

~\3

151

LESSON 9

2.

3.

~'* ~'* ~'* ~'* ~'*

+

(~~ >

~

+

(~)>:ff

>

'i>:ff

+

(~)9ft

>

'19ft

+

(~)'1

>

"f"J

+

(~)~ >

~

~'* ~'* ~'*

+

(~)~ >

"''!JNi

+

(~)Co

>

"1(5'

+

(~)OC9' >

"f5C9'

~.;n

+

(~)'it\3 >

:rr'*

+

(~)9ft

>

'Sl9ft

+

(~)>:ff

>

~

~s'tt

+

(~)1

>

ll'9J:

'Sit'*

+

(~)~

>

~

>:ff~

+

(~)CD

>

'SleD

-sn~

+

(~)~ >

~

-sn-m

+

(~)'it\3 >

~\3

-rn'*

+

(~)OC9'

>

(III) Build up Drill ll'\3~

Mode 1:

~ c'9jj~fxr~~

~I

4'* ~'\lt C9ft~M~"5J_ ~!! I

m ~ ~-m C9ft~M~~ ~ i

~

152

INTENSI VE COURSE IN MANIPU RI

1. ~1 \5fSIT ~I

~\5l"SIT~I ~~ ~ \5fSIT ~I _a~ ~~ ~ \5fSIT ~I

2. m 1 ~m1 ~~m1

~~~m1 ~~~~m1

3.~1

~~~~ ~~~ ~ ~

~~~~~~ ~tsr~~~~~l 4.~ 1 ~~I ~~~~

~~~~ ~

~tsr~~ ~~l 5. ~1~'111 '!Jim

~1~'111

m '!Jim ~1~'111 ~~

mmm ~1~'111

'lJirn ~ ~ m'!Jim ~ 1~'111

LESSO N 9

153

(IV) Substitution Drill 'S:I\3~

Model:

~Sit c~~M~M cc'nP.I'i~lll Cil~Wl ~'iT (c; I

'S:f\3~

Model:

(c):~ \5Ff~qf ~~A I ~ \5P{~qf ~~291? 1. ~ ~9flR-5lt ~I

20 ~ ;:r.',-m C'fl~ffi~?

4 . ~Riil~ ? 5.\5W~1Jlm~? VI. "S:T\3~

Answer the followmg ques tions as per the model given. Model:

"''Z'lT ~ ~?

(a)~~~~~ (b)

cmJ, ~~~I

1. '1'Z

xrq ~f.l:tm?

2. '1'Z (:p•~

Ramesh- What about you Paloma ?

.b'~~ l

Paloma-! read in K.G class .

19ft - 'i1 (b) 1. ~ C

4. 'R ..................~~ '9fW? (~~~)

5. ~ CC1Il'l"P'l¢ ...................C~~qt C~ I (~) 6. "{Nffi~ ~~ ......................... ~? (~) 7. m@ ~~............... I (5tql)

III.

Complete the sentences using appropriate words.

1.ot~~c~.................. ?

2.~~................"it~l 3.~~~ ............~1 4. SO!f5i'11

~~

birds also ? Sanatombi- No, it does not have birds

~~~-s:@r~ ~

anymore (Birds are no more

\!i!C1!lI1t ~ cm~~'l>ftl.snR 1

(c) 1. ~~\3qf ~~~~~I 2. S'f~1t ~ ("0~~ I

(II) Sandhi practice 1.

2.

3.

'11"9f

+

~