An intensive course in Malayalam

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AN INTENSIVE COURSE IN MALAYALAM

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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 psycholinguist, 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 original discourse structure ? Questions such as these have been answered differently 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 Institute 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 century, A.D. While the native speakers of Malayalam are known for their enterprise, 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 situations, 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 languages largely to attend to their immediate transactional needs (notable exceptions 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 participate 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 common 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 Language 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 belonging 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 Languages, 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 preparation 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. Srinivasan, 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 ' opinions 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, Professor, 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 Institute of Indian languages and Dr. K.V.V.L. Narasimha Rao, Principal, Southern 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 Malayalam 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 occasions 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 preparation of this book and its field testing for more than eight years. I shall be extremely grateful, if the casual readers, second language learners/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. f i l l ; f' J W j ! ^ i* ^ &:i !> > « ' • •

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Model 2 6TO)OCi5

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33. E. Transformation drill Model

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F.

Response drill Model

0005°

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6—3CIIL/M/8O I

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34 5 a(j)6>cfk> cssoejioruoejo

EXERCISES I

Combine the following words. go

2 smonoencA 4. go 3

«Bo 4 . (sa>en»" 4-OT5+ 1 0 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

(soToru)

f5iejcniDomffii06rro0

5

3(FT

IV

nnejcniDomaiosnD".

;

t h r i f t Rii I "^ I

Fill in the blanks suitably

2

nj((536>S

3

CT>1S5t3g6>S

4

(BTOOJnBCTS

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0

0rUoCT\iQ00n(OT5)i5103o

StO3 OJEjioa)

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36

6 eBjejaj)6>s essoejioroneJo

V

Rewrite the following sentences adding @» ^ to the underUned words.

2 craoros (Btoajra36>s

5IK? ©ras cnooromosno0

ai

VI

Resppnd to the following questions. *

1

0DiSSt3§OtDO6TTD°

?

CT>OCSS(W06nOu

5 6 7

cr>1«JBs

8 oni^OB^eis fis-s-S ^

if v

^.

37 9

ttVl65I3n5o 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)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.

1.2.4

mty >

-g6>s-33" is added to all other types of noun stems. ' ''•

eg.

Of)1(SDBOo >

0T)i608g6)S

> (BTOQUlS ^

(SI0QJt!B6)S

ej

1.2.5

is the negative of copula verb eg.

1.2.6

.

a®e>oBb

—g" - O T as in ceoojoejo ^HMjf^

an(j

That is not my birth place.

fsnuorviQejajo

additive suffix meaning inclusion or emphasis. . eg.

cncntDiDosna".

SCIB

- is an

Bhopal is also a capital city.

Note the manner in which § ^r is added to different words. eg.

cBeooJOKii -)_ g o

^

_j_ go >• srmcniDejdgo

go

-J- go >

.1.2.7 Generally when words ending with -•

eg. -j-

ftne4cnioommcnrao

(StS)(OgcrOoCTUOOCT)o

42

1.2-8

SuSxes -oraab . 3 ^ and -IQ -f mark masculine and genders respectively as in the following examples. eg.

gb§ororii

feminine

'freind' he' (Masculine) 'friend 'she' (Feminine)

1.2.9

ai§6>«> qa^f is an intensifier as seen in meacing very old city.

«u@«ra aj»ca> nj§6rr>»

UNIT 1 LESSON 3

(8-aJ§CT)Onj"r1s)o, (stag)0 ?

'Daddy, is that Mathrubhumi weekly'? . 'Yes it is Mathrubhumi'.

^ rarofij)oro3sis Cn£!0(s§ooQ)06m^juj3ioo ?

(ao9 :

'Whose photo is that' ?

*T3"T : ran>.aju.affloi

:

6)cnrvnucjaji6)aJo t63§

'i 43

'This is the family

photo of Jawaharlal Nehru'.

44" 'Who is that?' 'She is his daughter Indira Gandhi.'

rootnogufl. sDOBiroocnooru/lcrisis cib CDOOTJOT

?

'Isn't

Gandhiji Indira

" Gandhi's father?' '?

'No. Indira is Nehru's daughter.

rarsgj.

eotnajo cnocru/l

(giorucruorn But isn't the last part ? of her name also T Ttfe ^?r#f ? Gandhi? Yes. That is her husband's name.

(srae§nORjT3)i6>abo

i"

cnocruol.

°? What is name?'

his

full

'Firosh Gandhi'.

TtfET I

fflcftiCTb.

OTOGgJ ?

o«s 'He is Nehru's sonin-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. soinn(?iejoeji6)oio (siacnionrorai

No. She is not Indira's elder sister. She is

Jawaharlal's sister.

younger

Is she Vijayalakshmi Pandit? Yes. 3fcr i

Is Nehru her elder brother? 'Yes.' u

? goosi roosts (STomT Then who is this? Is he Indira's younger f W ^dKI1^? ^ W e ' 3fpn4.fl ? brother? No. he is her elder son. CS2JGCD0 ?

And what about him?

(Eo«ejajri&

(cootos)

Fill in the blanks suitably.

2 rarogj.

5 6

(8T9gi) 0

(819)601)"

1

sra

IV

STTT" I

Answer the following. 1

cni6OT3fl6>S ffinJ6)f0aB)OStTO°

(3TOIBI1CSJ)6)S i60T3|j6>S

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oio 3.

(3TOOjra3S>s

4.

rara^

5. rooou

cno§

ojejicsj)

onconxaosno"

59 VII Transform the given statements to their corresponding interrogatives by the addition of-«a, and-^j appropriately. 1.

roouj

(3Toajs (gTocnioQiOTrmi

isrogj

TIB smsy' srf^Tfe 3r?w i 2.

fsraoftiog6>s (mj2j

4.. soifrocaosno" c 5.

VIII Rewrite the given sentences using the different kingship terms without changing the meaning. 1.

cDgosrrau-

arusroosscswrniSKiSo

crurag.

2.

3.

4.

5.

ccno6no°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. 1.3.3.

I am not a Malayalam student.

s Gnnocjyrai ojcgjoi roonejnjs>o86 JJe is o u r hostel boy

Raghavan's younger 1 fc brother. His name is Sukumaran.

1

Who is she? orycfljaioroariSo 06

J1

rooto

0

She

is

Sukumaran's

aa ™" •

younger sister Radha.

6$dEbgo,

cnnomcru" :

Yes.

Children, a d u l t s

and old people are all »r my friends. 6TO)OG(DO

?

Then what about me?

srnft ?

Are we then enemies ?

cnnoaioro"

No. Not at all. Nobody is my enemy. CTUOQDQOJO ?

Hldi+KH

What about Sahu from your place ?

65

T lire

ili

He does not belong 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

4.

(SToonicaxoTmicoosnD0.

ajai1otti^j°^os)n3o

5. 0O(mi6)ggjOo

ecmosna0.

1. 2.

aoToD£joraar>O6rra°.

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Response drill Model

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a

f^§ 3 T

'.','••3 c c

1liC=f s IJ

R ^ l*t t t>lfi5>OS)c9a

are

all

But these are novels, stories, and criticisms.

C(D0OJ£ggo,

Isn't your elder sister also a writer ? Yes. But she is not a poetess.

(3TO6>«r>.

She is a story writer. This is my^'elder sister's short story collection.

aOOfDo .

What is its name? Memories of a day dream. Is it her best book?

No. It is not that bad either.

(arof®

.

Is that a political novel? No. It is a Social novel'. . It is a love story. The hero is a Soldier. That's all.

DRILLS A. Repetition drill a.

.

1.

gxu

n-jcru°t!J)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.

aj1«r> _|_ cruiDOaooroo > •

3.

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3.

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I 34

D. Restatement drill Model-1

gooj

1, 2. 3.

tgragp'

4.

5.

emoaiejosno". (Bragg"

Model-2

3f«R"

2. oraogano 3-

(BTOOOJOOa

4.

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5.

- i . . •••

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Transformation

drill

Model

...

1 . orarijrS OJEJICOJ

2.

cmaegny^o c n g j 3f|o

3.

5.

«DC1J

(HT9)

EXERCISES I a. Comb'"ie the following. 1.

A,iD

- j - mow&rib

2.

cft>LOOcft)Oro1

3.

mcoroo _)_ fsra>srwo _(-

4.

n r u o g g _j_ (Efrajsrro"

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.

;•••;.

86 5. 1cr>oaju

6. 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.

"•. 0Ci6)oar) c n g j

4.

CSIBOJlft

5.

(3T9)(036>S

ai06rTOu. (raraogano) 1 ;

1.

Ill

Fill in the blanks suitably. 1.

CT>i6t5T3oo

'

'only, just'

poems' 'novels'

'stories'

'criticism'

'books'

'writer' (she) femine os)gyoo e.g.

IS 0 - 1

m

BA

b y g2s>ra>offl

sar'W

and

(3roe>ro>06> 4 - —630

3.

camejo - j - —go

4.

6nJ06aj -)- -go -)- fflcy - ] - -go

5.

cnos" -\- .

6.

7.

8.

CDEJCQJOgo

- ( - IgOoM

My friends are from Maharashtra, Punjab, Gujarat, and Andhra.

94 •9.

10. .:.-•••.:••.•

II

;.

sufojai

- L

So

4 -

otooD06nou.

1.

reroajcid

2.

raracgoOo (smw^on-\cnosnt>"

3.

4.

(BTOOJOS

^

5.

(BTOCSgflOo

.6.

orocuofl

SR'^ ferrfw'j' i

7. •

raTDajofl

(ri-|(i3cgDgas (8TaCT)1CB)rfflO(!!36)S

D.

Restatement drill

raroaioi

1. 2.

(aroojoa

105 Model 2

1.

rsrag)" oio.ajosna 0 .

2.

o c^Oeeaoano

3.

(STOg)" CSaJ(OO6rTD°.

Model 3

1. 2.

rsragD"

oj§smai06nao,

3.

rara^"

cruoQQJcgyo. igpTOToojooo n^yoo ^ocrxfiBJosra".

2.7.2. 2:7-3.

i n m y w a t c h it is 10.30. T h e elder o n e i s i n t h e

seventh class. The suffix -s>02/l t h e final ' S 1 3 ' of •

2.7.7.

As observed in the words c®o(b 'younger brothers' the is added only to human nouns.

2.7.8.

Note the contraction of the genitive case form of nouns as in

'younger sisters', is a plural marker which

(oo^a/l s>ri5o >• roo(g6iobo OTOfi51°l6>S

2.7.9.

as in 6j06nrao.

?

The

houses

there

belong to the rich people. Don't they? OJGJIQQJ gGQ^oc/xTUiiicfflotTB

g>a31yx/xTu£)§Gsaj)ci ar1§§06rrau.

oj"l§cft)go5rrau.

ogroxoi ^ojKsnni «a5njro (sraqrummi n^fcumo 6>ro)OfflDDooiS6)bo1fDsn§06rrou.

3. 4. 5.

V

Respond to the following questions. 2. 3.

( D i e r a g n s 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!rss OJ°)§° orojcwi

8.

oni6SBgs)S OJT§° a i e j i o

9.

misWSgSIS OJTS° aJ§6m1 ai0(E6TD0

10.

VI . Give one question each for the following statements. 1.

fSiDSinn.

snnooft

2. 3. mtsgj. 4. 5. 6. oragj. o r a ^ u (araegnntOTmiwoflo cnunmo o j i s g j , OLjosajTso6no°.

VII Answer the following questions with reference to the conversation.

2.

c/aocnnimcnolob

3.

§Q6is cuTg

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 husband' 'there'

o_J($T(J>Sn30CE)6V!5T3)

'twelvth' 'from' 'fifteenth'

cons1" orool oru °

6>tft.§1So

'to' 'relatives' 'leftside' 'nursery school* 'opposite' 'right side' 'fourteenth' 'seventeenth' 'advocete' 'eighteen' 'nineteen' 'goods' 'provision stores' 'building' 'twentieth' 'tailoring shop' 'wheat flour mill' 'city'

sister's

122 CrUDEJo

g^a^ococrucrmodi

)06ED

ostD 0110)

n_J 1 SOTi

'land' ' 'people belonging to the board for city improvement' 'rich people' 'officers' (ladies) 'sort, kind, type' 'lady officers' 'type' 'twenty one' 'forty' 'thirty nine' 'seventieth' 'sixty nine' • 'ninetieth' 'ninety first' 'hundred' 'shopping centre' - 'Collector' 'Commissioner' 'fifty seven' 'fame' eighty first" 'own' 'rent'

NOTES 2.8.1. 2.8.2.

All the numerals from eleven to twenty and the numeral patterns upto hundred are introduced. 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.

1

2

3

'

l

•

•

twelve

'

r-r-

.

'

•

\.u '•'•'

'

thirty ojcto)° occurs before ro6nf° to form twelve a n d n_i«si1 before Qor>|j0 'eight e e n ' a n d O-J(5TWU before a n J a j ^ " as in rufflrarcnonSojgD" 'nineteen'. N u m e r a l s from twenty to eighty a r e formed by a d d i n g rucn" as t h e second unit t o t h e basic n u m e r a l s o n e to eight in t h e following way. gDra3njgDu

'twenty' 'thirty' 'forty'

. ° has another form as .nj1

as seen below.

0

'thirtyfour'

1

-forty two'

flajdmnimoej

mogjtarmiosn? -

Before vowel beginning numerals either d-Karatf. or rums)u is added )• j

'forty one" J

The word for hundred is ™>Q" and its other forms are oo" and eg.

c r o ^ o o ^ ( o r ool n ^ ) | ° y h u n d r e d u

aa>f)OioD3ej

and eight'

' h u n d r e d and four'

N u m e r a l s from ninetjMo ninety nine are formed by t h e addition o f (which becomes siroiosni in sandhi) before 6>ra>3gf^Qu 6)r010

ifl^ o o ^ c i r ) 0 e j U

'ninety' 'ninety four'

124 The numerals rowis", ^j"naed)o^u in

the lesson. These are pronominal predicates formed by adding the neuter marker —m" to the possessive pronouns. These are used to indicate extra emphasis for possession. t!n. g r a cu1§° 6iOT«n3gesflj>06TTOo. Y e s . T h i s h o u s e i s o u r s .

3.9.2.

Note that in most of the cases when —m" is added the final -^® of the genitive (possessive) case is lengthened. g>°!> 6TO>60T3 and are the demonstrative adjectives which are different from the demonstrative pronouns a s ° and «nSu • These adjectives m rusQc&ffl o

'northern'

>-c . jica) r»j"lso6na 0 .

c. d.

(8ras u «te raw®0

o-jnniooj 6>§1si»06TOo

e.

§o@° 6)-^

f.

e©° me

g.

(BIS^

CTW; ejoniSKOTj)

aiisosna"

141 Model 2 f3Td)

a.

|DOJ njailoo) a>g06rrao.

b.

IDCIJ Gvajoico) St9>gO6n9°.

c.

WOOJ or>gj

e.

(Btaru m g j djccn5>o§65Bgosrn>u

Model 3

2.

D.

0^)0030(3)06™°.

a.

cna»is>s

d. e.

6t3>65Bg6)S

Response drill Model rugara ongj«noa6mo ? QOI ajg6x» cngjoiaarra'-'.

2.

LD

3. 4.

acn»uaror>1

ougwra

142 5.

mmqsis njn^)^

'woman* 'in reality' 'near' '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. ail §u nj^oomasna0. That house is old.

3' 10.2.

It may be noted that when the noun is in plural the predicate part can have either the singular marker-©" or plural marker-f^. But the-©" forms are more frequently used. Those houses are old.

145

3.10.3.

Adjectives as

3.10.4.

acnao 'even one' and ®f» 'even little' are used in 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.

and 6>-OJO1O» have two kinds of predicate forms and, 6vajo1oa)g>u and, svoJQg>° respectively.

*>

\

•

/

. * ; •

. ' l i l y

U '•

•

negative

[2>s>gj(Bso.

^'ro aj*l(onnoQ)06rra°. aionruo ctworjo nature is very b a d . nj3s ^§rai fsi^sro" fmscoiogsjs ory(a>o. H i s trick is t o increase 6IOT63BOO oroano^sis nLj«jTij)O(ii6>(!iro) ojostft. t h e rent every m o n t h .

(gs).

It seems we are his tenth tenants.

DRILLS A. Repetition drill a

1. ouisjsiBoruooi CUQSKJJ

§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.

csrao, gacans ojejioa aiTsgj.

1.

SKDSBBOo (BBtSJ)Og6)S aJ(OTU)OlIl6X0TB> aj0S«a»0fl>0fflmC((B)

2.

(awfflflnottB cuejiao)

3 . rewrtnosro0 o^ooojo cngj

B. Build up drill Model (Bia>G6IDD?

COgJOJIiBo

' ojejics^fiLinBcaoissmo?

n{j)gJ3aie>(oo5 (3T9)6nau

4.

raronjoi

5.

(atacucii a_fi CQ>

6.

sraojoJ cngjojni

7.

CTOOJOS

ajejicffioinJ (3ra)6no°.

Model 2

2.

(graajQciio

4.

raranj^

t\g)i".

ana eR>cnoerQu. ayi65l36J6>S

153 III

IV

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

5.

(BTOOJOo

6.

(sranjoo @cQ>s>raiQQ)06no'J.

cuaiTcoj

Fill in the blanks suitably. 1.

(BTOG§flOKJ10)T6)n&O

n-JflJ>100)

2.

f5TocoJooo

(T)gyojcno6nD°!

3.

aQ)5>a&o r r u n i n n i

4.

OTDCUf036)S O L T 1 §

5.

SDGD°

6.

n^)S>Ci5o ^^t9)0f06)Ci3o Olinj"aflltib

7.

(SB) ojoro/lejo

9.

(sacucb cuej1cs2J

10.

6TO)65Bg6>S

GCDOCLJfl^

(519Cgy ?

scomTc!Qjiii06TT)0. 6iSo

C5T0BJ.

jsomejsxiigjoo

Oji^SfflCniDCQJo

ORB

njgQro

OJgSJfD

(Bia)6rTOu.

(313)600°

12.

V

Convert the following statements into exclamatory sentences. 1.

mid)raiogjradcBsiscugmro 6Xajq«noerK>u.

2.

rara@u ojgffiro OJS>CS) OJISOSHB".

3.

oracajoco

4.

CBTOOJOO

5.

o^)S)n5o ^cftoroaS

ajgeiro ojgs>ro

oug6>fD' cngj

154 VI

Complete the sentences wherever necessary and rewrite-them in three groups consisting of three sentences each. ojej1oa>aj§06m>c.

1. 2. 3.

ng)S)0(5o

4.

«Dg» u

5.

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

.:.''••' •'•••

• v -,:1

'great, big' '-'a'-.'-* s

•••••••*' indicates the neuter noun, (Uf!n 1 -OJOCT5 or -ranx* indicates masculine noun, and that' shows -g) or , -m>(b or -o(a

'men of the place' >

eoomroA •cT>o|cfr,orol©6

'people of the place" 'terrible people' ' w o m e n of t h e place'

'mischievous people' 'friends' (masculine) Note that -®">& indicates common plural and -(rLjino1

g o c m n e j arofiusoacea 0 o t a a j c u l

cruo^g1(a3 ti^mcflo n^ooojo

fD3(TW.

6.

(3racgnf)(!sro)1s)aio (mamaa})6>s C O J « B ° rooco

sttnoab

166 Y

Frame at least 15 sentences using the table given. roimotra

OTd)STfi) IJ

f3Td)QQ)1(U3CnD

(BTDCTO"

taronjtui (% i~t \ r*t\ 1 &&

fStOGnJOOo

(319)00)1 (EBGCTTX)

ffiCJOOJ ICTD

gormoej (HTD (B S n O C0TO) ^ OR)U

VOCABULARY

1

CTUOOTCTO0

'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' 'to sir, for sir' 'gold, dear' 'date' 'porter' starved1 man'

(3196513006)010)

(SOJ80CT5)o

'some, few' 'in the days' 'total starvation' " 'of that sort* 'for the poor people* 'feast' 'this much' 'in the youth itself 'philosophy' 'logic'

OJfftoMo

C/BOnJo eorOo c9€> 0 fO 05

r r o i m l aioroiOfDSOBOo oryffljo

'life' 'that which is rough' 'year' 'to whom' 'curse' 'burden' 'black marketeer' 'smuggler' 'film stars' 'comfort' 'party'

NOTES 4.12.1.

Note the use of the interrogative word S

rLj0EJo (3K)gjOOQ)1(OTc9ao.

172

2.

m®> ai*l§i6>ej rsrajgAnggjOo

3.

c/B00B)Tar)cr)oi6)ej

4.

§D1cai

3. mags" cnasjsts

m D.

Response drill Model

«\,

;-;u

r

.

o gDO CTO!ECQ)o CT)i6013Oo

2.

goro cfcojirai

ooi6israsasnnpcB6rr)o ?

3 . raro§«5to) cuAnMo m1§ar3Oo 4.

cr>1ffljT3s

EXERCISES I

Fill in the blanks suitably. 1 . raT05«5TD)Ojf?>niio goB crocncfflo sroiorfl n^)6>oJo

2. 3.

" otmooi

4. ag)6inbo

.5. •6. , (5C\JUO(2>

7.

OTOcm) 6TTj)Od5

8.

cromoaio

Qsocuoenlcrib

9. 10.

(Hra^ u 6TO)63T3g5)S

OTSCTUeJEOoTTD0.

Transform the given sentences to their corresponding past and future u s i n g rarajCH/lcrBonro a n d 0Q/lra1c9«o. 1.

CBTD6VOTOSB nJtPCQJ

2.

rsragg" (moe§tin(aniiT6io5o orujoroio

3 . raoqcuiwT&o n^ooojo cngj c|)(o>T

cnisoeno".

175

Ill

4.

Tnjoc!QjTroT0o±ior>'l(5&

1BOQ SOfD eooMa>§1fflai

(513)

6)CTUifliootlCl8s>CTU0S)c9«)

6)cro

cru(%.

si.

,i'::"'-tUi-'..

• sos it was for a collection of poems. The name of that book is 'Ootakkuzhai:

181 VOCABULARY - 'word' 'reading r o o m '

'sometimes'

'library*

O1CU/I6BBOQ,>

'reading room'

6Krv&°aaicfo

'section'j

'the rest, the remaining' 'foreign language' 'text books' 'dictionaries' 'encyclopaedias' 'the best, greatest' 'muslim woman'

a j i cssc/aeooa

CT)O0QlT

(J/)0OoLQC/aO£J

'muslim

'community'

'heroine'

'pain, agony' 'symbol'

(o_J(Z5)Tc£bo

°

'author of the book' 'pen name'

'fame'

'modern' 'nationally famous' cft>0(06TT)o

'reason' 'first, initial'

rrocanomo

'gift, prize, award' •'Gnanapitha award' (The highest literary award in India) 'flute'

.

.

. •

•,,;,.,,,.•.

182 EXERCISES I

Combine the following words using •

C!IJ)S>S -j_a_fl§§0SJ>6>S

° _|-sol croao)1 6) S

II

Combine and write the contracted forms.

fOOSgS)OflO-(-tDOC» OJgSJO (BI^ roa5,

ecB)s>(Oo,,

(DgJOJOo)

SCQKT)T0Q)n%, SCO)ClDl,0Q))

12. 13.

roogojiGcfiooQJo

-"gbgc&ocoaS eraogosm 0 .

14. Rewrite the given sentences replacing om>m" and gogs" with and change the other words appropriately. 1.

(grog)" ng)6wflo

2.

^ ^ "

3 . . mra^

n_joj,jS u

d5>06)(96) cruiool

VI

Rewrite the sentences replacing , and Q® with 1.

^ B s 4.

^ B

(OIDOC/D

5. gos) cnnocj

VII Rewrite as directed. 1. taw) oil §° r^)i® ru»cfi)«n06nao! (Remove the exclamation and rewrite the sentence retaining the same emphatic meaning.) 2. csTonjoJ ns n_jc7j,jcft.mo6no0. (Transform into a question.) 9. gxm6>ai a®gjoaj(5c9ao rtn. a^)

3.

raiogj.

(B&) cncnro«JTm1s>ej

4 . §09 n j * l § ° 5ra)6!sr3g(ss«5iosnB0. 5. 6.

n£)s>a5o /3j1oon_jffloi5o CDAOO atraos qjanoo raragj.

(3WCX2JOOO m g j maaoMioS

raragj;

7. 8.

XI

Construct 30 sentences using the given table. (Use the different forms of the given words with the case suffixes you studied.)

z ogjojiDS

c n i ^ fDp j

A

§1

ojiocmooo

6>^Joi0Q)

(3ra)C6ID0

(8i3)0Q)1nBcns

(31^000

scna°

^30orou

(315)00)1 nsecma

oruimi

n^rmics;

n j i s^otS L D I

(ST^Itti^

(m^o^o

(319)00)1 f D i c9«(SIE0

fOOCU

fi^jJ6U36)CD

6raon5 croeroos2o

(CQOlBo

(STOgj 000)1

roiaao

eofflferoi

(sm^o^i^cro

(3Y9613U(D

fBTDG&J

rogjcuoo.

(B61D1

^

CBTDBJOCGJT fEBGOTDO

CSTD & J 0 QQf\ CD1 c9S (S CE 0

UNIT 5 LESSON 15

CONVERSATION cnogirai cr)i60Booc9au orujoroio cu1§

Nair, do you

own a

house' in your nativet place? : @6nfu.

OJ1§O,

figrooojisajo, m'laici4g S10(!2)o

CoJOOfB

201 f

B.

1 . o^jcoicea" nuacejo, .OJOQQXSOGJO mnni. 2.

(at9, gocBoojo Q6) nv6ijizi3cs2>n d i d y o u f e e l about yesterday's meals, sleep, etc?

207

208

ISfeP There was no trouble 1cTBGmr>o?

cas> c99

u

w>ro1

§D^joca)1fiBcnD.

craroTcaJosno0

cnjo(S.

6>OJggo

:

raisirm.

6i|

OJ1S>S

cooo: mo:

What is that? Wasn't there any water in the taps? In this town of S)OJ ours there is no scarcity of water. There witf be running water for all the twenty four hours. nJ6)

;

; -

^

^

(sa

mrtni.

6>cft>§1s(aT!n1cTOu

. 2.

sioJoruQrarm

?

6)6)nJn_|iK5i

cruej croooirra0

Model 2 A. a^)s»ri5o B. rarog) carol.

B.

coral.

nieisoo

2.A

3.A.

COJ6TD0.

si.

03s>fOifl«Qo_j1mocQ;1ro3ono

B. rarorg

ID(2) OJgSXO

B.

wrag)

t/scsT.

(3iD^6>1raoaj1s)ej sonroo

cnj6nsocsj>1(TBmj.

oroaoias" '

(3TDaj1s)s

(% a i a o e j o , s

2.A-

oroooioro0

B.

crvuamo

orocaoosroimoralogj?

orannirooaiiCTej

63cnao

acusrsooafiaBQcmol

cai6nsocn)1(33onR).

3.A- e oa)j6iRrro)oat96) ouoroogo gcsneo?

4.A-

fflns njejioai

B-

CSJO^J rgrocffiisojo

EXERCISES

I

Fill in the blanks choosing the correct form. 1.

ago

(cuogj,

caj6rnffiocoi1ra3(Tra).

ru.gj6>aj6}6}§6)S

6)rUf03®OOOo

OJg6)(0, 4 . rooci/1 HJ6X0W)

(nJfy1«jS

4 . cnos)g sjnsxab

6)OJggo

215

Ill

Answer the following questions. 1. gDcms>ej 2. 3. 4. 5.

IV

Expand the given sentences adding three or more words to each sentence 1.

r^)(T)1c9

2.

CT)OS)§

3. 4. 5.

V

OTOGra-jOOo

01(0)1 QQ)OCS2)1(33(TtD.

Fill in the incomplete dialogues. 1- A .

croooicro" ^ r m s > e j § orv6iiiEO0Q)1fiB(somo? )

B . g B s m i a o f t o cBjora^OTraiEjJ C9]>5 ajffliiiomDia1gjocQ)1nBanra; 2.A. B.

ODi63BgS)S (j/)oin«jro)T(!j5

ojaiioQ)

njfflaai

aiT§cft,s)gos)e9«)C!q)(56rBO?

ojejica)

3 . A . rarormioocuTsiej oroooioro

6>6njojoucsc&>oa£fl

cruffi6re?

B . ranxmTroonjisiai n^mieaaoonoo cojsns;

VOCABULARY 'stay' 'behaviour' 'fault' 'trouble'

'bath' 'tap' 'unable' 'cold/fresh water' 'from' 'bucket' 'native dish'

6>njongs>oj gr>ce«>o rotJaiiwej

'generally' 'sleep' 'morning'

(njoojonruo ssaomo ^swoiggo

'difficulty' 'scarcity' 'hot water'

(aTBrroBc&fo^o njfaaaiol n®gfR .

'inconvenience' 'boiled rice' 'oil'

216 NOTES 5.17.1

In this lesson the defective verbs introduced in lessons 15 and 16 are used in their respective past and future tense forms. and oa>lraicrr>

Nair, the food in that hotel was alright. But there is some other trouble. Last night I didn't have any sleep at all. I had a terrible headache. I was too unwell. Today I feel somewhat better. Even then I need some medicine. Do you have anything with you ?

(saismffloool

Then

r^)6)a3o 6nn6in3o

ccrcosrr> o

Please

look

here,

mummy. This is my friend Prabhu. Good morning.

i crtianio

aonra acrra

ab.

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1.

cr>°)

2 . cnT 3. -cni 4 . nr>T 5.

ODT OJO.

Model 2

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3.

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Model 3

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3 . m]63BOo

E. Response drill Model ,-ig)mi6>c9«iocrrao eaj6ns.

maam

CT)1

230

2. A B-

3 . A'-

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cDissBOoeea"

rereoju/l

onj(S6mo?

cruot&.

4. AB-

fsrogj.

miOTBOo sanra m i o e j o

5. A - miffiobo aicft)goG6mo B-

(Broom). taras)fw. onisinSo ^sua^rmi acrro

EXERCISES I ' Fill in the gaps suitably. 1 . raw am ora> (BcrurooQ>'lrai 2. 3.

m l tsojcno g o i a^)^>6i(5t!nornra0

4.

or8n^

A

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snjaDgo.

CDIQO&O

. raroegj?

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Model 3 A.

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csanacib cuigiejcffneo?

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Crflsioflo &>QQf\(tft (Sfi) gsngegjo.

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EXERCISES I

Fill in the blanks choosing the correct fonns. 1.

(ST?) c&ecroraocyiflft csraifiBo

. ( ^ f D i c 9 « o , fDroieasiens,

2. 3.

m i s j B C o sruocuifflCDoonrao

5.

cg, mo6)g

. ( c n i e j ^ c s a 0 , cr))(db(Bstens,

— gDoYIss airoicifl. ( m l , mi65i3Oo, nnoofc)

244 i

II

Fill in the blanks using the correct forms of the Words given in the brackets. . ' 1.

caraomo,

2. 3.

III

4.

COIOTBOO ago

5.

ml

6.

(Boy,

CTOOKHJO

63CTT0

Oji

0Q), 63OTD Ojigirfttg.

•. . . . - : T . . . . '

• B7 • • • • A. 3. A. B. A. B.

4 . A . nroiertn coT ^onra" a^)S)o5o:"f>Ji§iRi% OJC06rr>o

B. A. B. A. B. 5. A

^

B . '

.

A

n®G>o ^^cfeOtDGpo ? . oronnoooo?

B.'

.

.

.

.

..:•,•

" ' • ' . .

..-..'••J

• • •

A. oilgias"

cnr\' 'company' 'philosophy' 'in person'

246 NOTES 6.20.1.

Definite imperative, negative imperative and prohibitive forms of the verb are introduced in this lesson. Definite imperatives are used for more authoritative commands or requests. The definite imperative and the negative imperative are formed by the addition of the suffixes-sroo and —sne to the —«'3£2 .

call h i m ' .

' D o n ' t force m e . '

This accusative case is not usually added to neuter noun objects except when the subject is also neuter.