Syllabus

Tibetan Summer Language Institute 2008 Syllabus – General Information

First and Second Year Summer Intensive Colloquial and Literary Tibetan

by Frances Garrett, David Germano, Gregory Hillis, Nicolas Tournadre, Yangkey Wang, Tsering Wangchuk, Steven Weinberger & Eric Woelfel (last updated June 7, 2008 by David Germano)

Course Information

Semester: the summer intensive course consists of two 4.5 week sessions.

Course: RELB500s and RELB 501s

Grammar Instructor: Nicolas Tournadre

Drills & Creative Activities Instructors: Tsering Wangchuk & Yangkey Wang; Tsering and Yangkey also give and grade the Friday exams on alternating weeks.

Instructors’ office hours: by appointment.

Classroom: 430 Cabell Hall

Note: If you are taking the class for non-credit, you are still expected to attend every class session and do all required work faithfully. If your attendance and work is irregular, you can be dropped from the class without any refund of fees. If you do not have a passing grade in the course at the end of the first summer session you cannot continue the course in the second summer session.

On the first day, we will verbally go over the policies, as well as providing this printed copy of them. Policies to stress include:

attendance in all sessions MTWRF is NOT optional in any sense (each day has 5 sessions); valid excuses are only medical or deaths.
any unexcused session in a four week term is will impact your grade negatively; unexcused absences are valid grounds for being dismissed from the course
sub-par performance is grounds for being dismissed from the course (getting a grade of D+ or lower for more than 1 week over the whole two term summer)
please note if you taking for non-credit, you still need to follow all guidelines, will still be graded, and can still be dismissed from class on the basis of absences or grades

Grades

Grades are based on attendance, preparation for class, participation in class, and performance on assignments and exams/quizzes. This applies to the morning, afternoon, and evening sessions, and separate grades are given by each of the three instructors, on the basis of which a final grade is determined. ATTENDANCE OF ALL FIVE SESSIONS EACH DAY OF EACH WEEK ARE REQUIRED.

Every Monday morning given them written evaluation based upon preceding week's performance which has a grade and possibly a note. It will have the following form:

Week Covered:
Overall Grade: the four scores below are added, and then divided by 4 to yield the overall grade for the week.
Weekly Exam (25%): graded on the basis of 100 points.
Weekly Oral Interview (25%): graded on the basis of 100 points.
Homework & Quizzes (25%): graded on the basis of 100 points.
Participation (25%): graded on the basis of 100 points. Attendance is not separately graded since it is required you show up for every session; however if you miss a session without a valid excuse, 10 points are automatically deducted from your overall participation grade for that week.

Grades are a traditional spread:

100-97.5=A+ (98)
97-93.5=A (95)
93-89.5=A- (91)
89-87.5=B+ (88)
87-83.5=B (85)
83-79.5=B- (81)
79-77.5=C+ (78)
77-73.5=C (75)
73-69.5=C- (71)
69-67.5=D+ (68)
67-63.5=D (65)
63-59.5=D- (61)
59 and below: automatic failure and no credit.

For graduate students:

A: excellent with no caveats.
A-: worked hard and did solidly but there were shortcomings.
B+: acceptable but shortcomings are extensive and significant.
B, B-: not graduate level performance
Below B- means no credit for the course

For undergraduate students:

A range: excellent work.
B range: good, solid work.
C range: mediocre work.
D range: poor work.
F range: no credit.

Required readings

Tounadre, Nicolas and Sangda Dorje (2003, Snow Lion) Manual of Standard Tibetan (includes two CDs with language instructional material)

Melvyn Goldstein (2001 University of California Press) The New Tibetan-English Dictionary of Modern Tibetan.

Goldstein, Melvyn (1984). English-Tibetan Dictionary of Modern Tibetan. Berkeley: University of California Press. This is not as absolutely crucial, as are the two above – but many students find very useful to be able to look up English words and find the Tibetan translations.

Provided supplementary materials

Grammar summary

DVDs with movies

Handwriting templates

Videos of selected dialogs from Manual of Standard Tibetan.

Additional dictionary resources

Chandra-Das, Sarat. (reprint 1975). Tibetan-English Dictionary. Delhi: Motilal Banarsidass. Electronic version available on-line.

Bod rgya tshig mdzod chen mo ༼བོད་རྒྱ་ཚིག་མཛོད་ཆེན་མོ།༽. (1993). Beijing: Nationalities Publishing House.

Dharma Dictionary on-line. Hopkins, Jeffrey. Tibetan-English-Sanskrit glossary. Available on-line only at UVA.

Additional Grammars

Beyer, Stephan V. The Classical Tibetan Language. 1992. New York: SUNY.

Goldstein, Melvyn C. Essentials of Modern Literary Tibetan.

Kesang Gyurme. Translated and commentaries by Heather Stoddard and Nicolas Tournadre. Le Clair Miroir; Grammaire Tibetaine. Second Edition, 1994. Prajna.

Lhundup Sopa. Lectures on Tibetan Religious Culture. 1983. Library of Tibetan Works and Archives. Dharamsala.

Rockwell, John (manuscript). A Primer for Classical Literary Tibetan. Second edition, 1991. It is distributed by Samadhi Bookstore. 800-331-7751. Need to order copies 1 month in advance. The body consists of 17 lessons totaling 194 pages, along with appendices and a reader for sGam po pa's Thar rgyan.

skal bzang 'gyur med ༼སྐལ་བཟང་འགྱུར་མེད་༽. Bod kyi brda sprod rig pa'i khrid rgyun rab gsal me long ༼བོད་ཀྱི་བརྡ་སྤྲོད་རིག་པའི་ཁྲིད་རྒྱུན་རབ་གསལ་མེ་ལོང་།༽. 1981. Chengdu, PRC: Sichuan Minorities Publishing House.

Tsetan Chonjore. Colloquial Tibetan: A Textbook of the Lhasa Dialect. Library of Tibetan Works & Archives, 2003.

Wilson, Joe. Translating Buddhism from Tibetan. Ithaca, NY: Snow Lion Publications, 1992.

Daily Timetable

There are five sessions each day from Monday through Friday. Attendance at every session is required.

I. Morning (9:10 am to noon) : The morning consists of three fifty minute periods, each with an intervening ten minute break. All students attend these three sessions together.

9:10-10:00 (Grammar Session #1): A daily written or oral quiz testing the mastery of the previous day's topics. Introduction of new grammatical points.
10:00-10:10: Break
10:10-11:00 (Grammar Session #2): Drills and experiments focused on recently introduced grammar.
11:00-11:10: Break
11:10-12:00 (Grammar Session #3): Introduction of new grammatical points.

Lunch (noon to 1:20 pm)

II. Afternoon (1:20 pm to 4 pm) : The afternoon consists of two ninety minute sections with a 10 minute break. Students are broken into two groups of equal size, and are taught by two different teachers in sequence. These two groups are persistent through the week, and then the groups are reshuffled the following week (assignments are given by the grammar instructor in Monday’s morning’s class). ENGLISH IS NOT ALLOWED IN ANY WAY DURING THE AFTERNOON CLASSES – PLEASE DO NOT MAKE LIFE DIFFICULT FOR TIBETAN INSTRUCTORS!! GREETINGS, FAREWELLS – EVERYTHING ONCE YOU CROSS THE CLASSROOM DOOR SHOULD BE IN TIBETAN.

1:20-2:50 (Session #4): each session begins with 15 minutes structured drills, continues with 30 minutes of creative activities, then again 15 minutes structured drills, and concludes with 30 minutes of creative activities
2:50-3:00: Break
3:00-4:30 (Session #5): same structure as #4, but with the second teacher.

Homework

Daily homework consists of:

Exercises assigned in grammar class from Manual of Standard Tibetan
Studying the next day’s grammar and vocabulary lessons
Handwriting exercises (first dbu can, then dbu med)
Journal entries: must be done in cursive Tibetan in the second half of the summer.
Memorizing specified dialogues and vocabulary
Creative task for the next day: dialogue, skit, etc.

Note that memorization is extremely important throughout the course. All dialogs in Manual of Standard Tibetan (MST) should be internalized and memorized as much as possible, and performed fully or in part as exams for the teachers. All Weekly Soap Opera Videos during the second half of the summer must be memorized and performed. All vocabulary on the vocabulary target list, to be provided by the grammar instructor, must be memorized and tested repeatedly.

Examination Procedures

Oral interviews on Friday: There will be individual ten minute individual oral interviews conducted by a native Tibetan speaker in Friday’s afternoon session. While the daily oral quizzes are done as a group, the Friday oral interviews are done individually. In addition, while the daily oral quizzes are more formal, these consist of natural conversation where the teacher is probing the student’s basic mastery level and areas of lack of competency. These interviews will be assessed using a printed template, and results will be given to the students on the following Monday. This is an opportunity to practice conversing with one of the Tibetan instructors, and to get feedback.

Daily written quizzes: A ten minute written quiz at the beginning of each day based on the vocabulary and grammar studied the previous day, and general cumulative knowledge. Includes translations in both directions, fill-in-the-blank sentences, and compositional activities, such as being asked to describe photos of cultural Tibet. These are graded and returned the next day in class.

Daily oral quizzes: A ten minute group oral quiz at the beginning of each afternoon based on the vocabulary and grammar studied the previous day, and general cumulative knowledge. Includes translations in both directions, dictation, fill-in-the-blank sentences, and requests to provide English or Tibetan summaries of a conversational account spoken by the teacher. These are graded and returned the next day in class.

Weekly Friday exams: There is an exam from 11:10-12 noon every Friday.

Identities

Each week each student will be assigned an “identity” for that week which they will assume in that week’s creative activities. The identity papers will include:

name
gender
age
occupation
home land
living place
kinship
personality (sheka)
habits (gomshi (habits)

Tibetan Summer Language Institute 2008 Syllabus – General Information - Daily schedule

The following schedule outlines the details of each class session throughout the summer. In the following syllabus, The Manual refers to the Manual of Standard Tibetan and SO refers to the Soap Opera videos.

WEEK ONE

Overview

The Manual

GRAMMATICAL TOPICS:

sound system
alphabet
how to read
pronunciation
writing
spelling aloud
interrogative pronoun “what?”
demonstrative article
honorifics
the verb རེད་ (to be)

VOCABULARY TOPICS:

basic classroom phrases

WEEKLY VIDEO:

Monday

9:00 Registration

10:00 Orientation

3:00 Welcome reception for all language students

4:00 Individual language program orientation in Cabell 430: Introduction to instructors; introduction to books and materials used in class; introduction to structure of the course (daily schedule, weekly schedule)

DAY 1 (T)

1. Grammar 1: Present the Manual Intro highlights; introduction to the sound system of standard Tibetan (Fluent Tibetan 21-24; 31; 32; 35); begin alphabet writing and pronunciation

2. Drill: Sounds and alphabet writing.

3. Grammar 2: Continue alphabet writing and pronunciation; vowels; prefixes and pronunciation changes (Fluent Tibetan 73); superscripts and pronunciation changes (Fluent Tibetan 76; Manual charts on pp. 52, 53, 54).

4. Creative Activities & Drills #1 :

Have 30 consonants in computer and teacher shows on screen, and then had students individually go through from “ka” onwards and say one letter; then correct if say wrong, and if correct, have all students then repeat together
Take 30 pieces of paper, each with one consonant, and then have each student come up individually and pick one paper and say out loud – to help them connect sound with letter
Then two students come up – one student picks out, says it, and the other student has to write it on the board based upon the sound they hear; that helps students to write it down, and pronunciation
Divide the 30 consonants into pho, mo and ma ning, and then have all the students collectively pronounce those three divisions
Then had each student individually say all consonants from the screen
Focus on letters which have similar pronunciation and have individual students pronounce them together (tsa and sa, ba and wa, sha and zha, nga and nya, etc.); correct pronunciation
took letters that are words (kha, nga, sa, ja, nya, pha, ma, ba, tsha/hot, sha, wa/fox, ya/single of pair, la) and wrote on board, and then tried to physically act them out (english written if impossible to act)
but two letters together to words(kha sa, sa cha, ka kha alphabet, kha tsha, ka sa ka la, nya sha, ba sha, pha ma, la cha) – acted out meaning if possible, otherwise wrote English on board in small letters to side
all together read consonants from ka to a, and then in reverse order from a to ka

5. Creative Activities & Drills #2 :

DAY 2 (W)

1. Grammar 1: Review alphabet, vowels, and prefixes. Introduce classroom phrases.

2. Drill: Practice classroom phrases, alphabet, and pronunciation changes

3. Grammar 2: Continue classroom phrases; superscripts and pronunciation changes (Fluent Tibetan 76; Manual charts on pp. 52, 53, 54); begin suffixes and pronunciation changes (Fluent Tibetan 80-93)

4. Creative Activities & Drills #1 :

Start by collectively reciting alphabet from memory
Then break down into pairs, and recite to each other, correcting each other
Sheet with single consonants with vowels forming disyllabic words (kho na, ku shu, ngo tsha, gi gu, etc.), and then write on board and then have them pronounce; then spell it out with Tibetan spelling routine
Then point to a single word, and ask a single student spell it out; then if does right, all students collectively spell it out
Dictation exercise – say “ku shu”, very slowly, and they have to write down.
Basket game – put all words on the table, and ask one student to pick out and verbally spell, and other student has to write on the board (thus one student practicing spelling and sound, and other has to associate sounds with letters to write it down).
rango, lango, sango. Just taught them how to spell with those, and focused on third and fourth column letters.
Did some common exchange phrases like bkra shis bde legs, bde po yin pas, thugs rje che, yang skyar gsung rog gnang, ka le zhugs a, etc. ; told them to have ready for beginning of class on the next day.
start by having them practice a little consonants – write down on board and have them identify
vowels – had each of them speak out the whole consonants, and spell with each one of the vowels.
make new vocabulary with simple combination of consonants and vowels – would be good if after spelling via construction, you could show picture to them of what the new word is (get the list of words she has – ‘o ma, yi ge, etc.)
‘di ka re red? did that.
did basic words like thugs rje che, ha go song ngas, sku kham bzang, dgongs da,
focus on the 30 consonants and 4 vowels, and people spelling them.

5. Creative Activities & Drills #2 :

Finish Fluent Tibetan Unit 1 drills; Fluent Tibetan Unit 2 drills 1-5; if time, begin Fluent Tibetan Unit 3 drills: prefixes, Fluent Tibetan 73-76; superscripts, Fluent Tibetan 76-80
Practice classroom phrases; alphabet writing & pronunciation practice.

DAY 3 (Th)

1. Grammar 1: Finish suffixes; second suffixes; review. Begin spelling out loud

2. Drill: Practice pronunciation changes and spelling out loud

3. Grammar 2: Continue spelling; begin subscripts and pronunciation changes: (Fluent Tibetan 93, 94 bottom, 96 top, 97-98, 100 bottom, 101 top, 102 bottom, 104 top; Manual charts on 48, 49, 50, 51); structure of the syllable; pronunciation changes in multi-syllabic words

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Continue Fluent Tibetan Unit 3 drills: prefixes, Fluent Tibetan 73-76; superscripts, Fluent Tibetan 76-80; suffixes, Fluent Tibetan 80-93; subscripts, Fluent Tibetan 93-105 (note: you may not be able to work through all of Unit 3. If that's the case, continue on Friday)
Alphabet writing & pronunciation practice.
Divide students into pairs, and at same time they have to say hello, how are you, what is your name to each other; then repeat the whole alphabet consonants and then vowels; teacher walks around and corrects.
Then ask them to pick one row from alphabet and add all four vowels to each consonant in that row.
Review simple consonant plus vowel words from previous day
now do ngonjuk and pronunciation changes; take same letter as prefix and root letter and make clear how different; ask individual student to spell out; make it more and more complicated by adding vowels, then rango, sanglo, lango
6th Dalai Lama lines read; have students get into groups of 3-4 students apiece, so each can read one syllable each, which they spell out; then the last person reads the whole sentence without spelling; teacher goes around listening to pronunciation and spelling;. they felt they had achieved something since could read the verses. Do not explain to them what the verses mean.
dokcen introduce – ya-tak, etc. How to spell them.
then add vowels to root + supscript + vowels and read in order collectively
then with ya-tak are some new vocabulary – khyok khkyog, khyi, then acted out the meaning.
did same with ra-tak; teach how to spell; then read out consonants with this variable; then give new vocabulary and act out.
did same with la-tak; teach how to spell; then read out consonants with this variable; then give new vocabulary and act out. (bla ma, zla ba, etc.)
did go-cen – take third column of consonants, and showed how pronunciation changed.
Sound out words in labels, store signs, books, etc
Have fun learning to write.

DAY 4 (F)

1. Grammar 1: Finish subscripts; review structure of a syllable (Manual 46-47); pronunciation changes between syllables in a word.

2. Drill & Grammar 2: Drill: Practice spelling aloud; review consonants, vowels, prefixes, superscripts, suffixes, second suffixes, subscripts. Begin the Manual Lesson 1 (“What’s this?”: the verb to be; demonstratives; interrogative pronoun ག་རེ་; honorific)

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapter 1 and alphabet.

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

Finish Fluent Tibetan Unit 3 drills; practice Manual Lesson 1 dialog (if time); Manual Lesson 1 vocabulary (if time) 40 minutes
Review everything
Drill on all parts of a syllable and pronunciation. 40 minutes pronunciation practice by sounding out words in labels, store signs, books, etc; practice dialogs; practice spelling aloud.
Finish up the verses
Drill on the verses
Ask a student to pick one syllable and ask another student to write on board from the first student spelling out (dictation)
Practice spelling of classroom spaces like bkra shis bde legs.
Then have someone say a word, and someone else write it down
“Tibetan Classroom Phrases” three page handout of vocabulary with Tibetan, phonetics, and English translation

Oral Interview:

start with bkra shis bde legs, and sit down
have them read the whole consonants from k
identify consonants; ‘di ka re red, etc. ask them.
then add subscripts, etc.
third and fourth column with prefixes
end by saying thank you and good bye.

WEEK TWO

Overview

The Manual 1, 2, 3, 4, 5, 6

GRAMMATICAL TOPICS:

interrogative particles (ངས་, གས་, པས་)
plural marker ཚོ་
interrogative pronouns ག་རེ་ “what?,” སུ་ “who?”, and ག་པར་ “where?”
rule of anticipation
introduction to cases, genitive case (གི་), absolutive case (nominative) and oblique case (ལ་)
auxiliary verb ཡིན་ and the existential auxiliary འདུག, evidential moods: discussion of difference between auxiliary verbs ཡིན་, འདུག, རེད་, ཡོད་རེད་ and ཡོད་
simple imperative
connective ཡང་
possessive constructions
word order & clauses
placement of adjectives

VOCABULARY TOPICS:

Kinship
Adjectives

DAY 5 (M)

1. Grammar 1: The Manual 1.

2. Drill: The Manual 1

3. Grammar 2: The Manual 2 (“Who’s that?” interrogative endings ངས་, གས་, པས་, plural marker ཚོ་, སུ་ “who?”)

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Practice the Manual Lesson 1 dialog & Lesson 1 vocabulary; Manual Lesson 2 dialog and Lesson 2 vocabulary
Identify pictures of objects or people; ask and answer “What is this?,” “What is that?,” “Who is this?” questions; practice dialogs.
Activities related to the Manual 1 dialog; pronunciation practice by sounding out words in labels, store signs, books, etc; practice spelling aloud.
Have two people act
have them experiment with showing emotions in words – even if start with just single or couple of words – have them say them in 5 emotional tones, using body language and emotions and voice tone; then have toher students guess which emotional tone it is; or tell student to say something as if like a lot, like a little, neutral, don’t like, hate someone. then other students have to guess which it is.
have students guess what story is based upon a few words from a pair of students who then physically act out the rest without words; other students have to guess in Tibetan. then late theh two students say in Tibetan what the real student was.
Jeopardy game with “red” – have the word Tibet in English and Tibetan; then someone asks bod ga re red? WE have vocab to learn for first week – desk, water, Tibet, etc. We write the words in Tibetan on the screen, and then have the students say “ choktse ga re red?” Used Powerpoint - for some words have English words, and in other cases had pictures that showed. With some you associate the Tibetan term with an English word, and with some with a picture. Goal is to help the students with vocabulary and also with saying "ga re red?". Then first round you ask the students to ask what each thing is (first teacher calls on one student, and then all students repeat after that person - if it is wrong, then the teacher corrects and has the students repeat after him); in second round the student answers in affirmative; and in third round you ask them to negate the first statement, and then say what it is affirmatively ('di khang pa ma red, 'di pha la red/). At first takes students a lot of time to do, but as you repeat over a couple of days they get much more fluent.
Write English word on screen, and they have to say “choktse ga re red?”, like in Jeopardy; then have another student write on board once quesss
or have vocab on papers, and then student comes up and picks on, and then must physically act out in charades, and then students guess “choktse ga re red?”, etc. and who ever first guesses has to write up there. or they get to ask another student to write on the board. and then a fourth student has to spell it out which the writer asks.
Sound out words in labels, store signs, books, etc; identify pictures of objects or people; play at coming into a house and identifying and asking about people and things, and appropriate greetings and responses; ask and answer “what’s this?,” “who is this?,” questions
Read Dialogs and vocabulary - first had students read after student collectively; then had students individually read one sentence apiece; and then put students in pairs and had them act out the dialog to read as if they are talking to another person.
Then put a bunch of sentences on the board about this is, this isn't - in English; then asked the students to write in Tibetan in their own notebook. Then the student asks them to read them one by one.
Review - teacher wrote up a letter or combination of letters, and then the students collectively had to spell out
Read chapter 1 dialog, and first have teacher play one person, and then all the students collectively play the other person; then switch; then the students took each role as collective with men and women separated; then broke into pairs to practice
Then asked questions about the dialog - like is nyima a Tibetan? is Dawa a man? are they english?
practiced grammar - put 'di, then blank, then red; then they had to show something to teacher and use it as noun to fill in the blank. Using the new vocabulary. Then the students all repeated together. Then did same thing with 'di _________ ma red. THen 'di ______ red bas? Each student has to hold out an item and ask "Is this a pencil (etc.)?" Then all the students need to answer in affirmation or negation depending on whether the item they are holding is the item they mention.

DAY 6 (T)

1. Grammar 1: The Manual 3 (ཡིན་ and egophoric auxiliary verbs, asking 1st/2nd person questions, personal pronouns, word order: adjectives, existential verb འདུག)

2. Drill: The Manual 1; The Manual 2; the Manual 3

3. Grammar 2: Finish the Manual 3; review the Manual 1 and 2

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 : * The Manual 2 dialog; Manual Lesson 2 vocabulary; Manual 3 vocabulary and dialog 3; review Manual Lesson 1 dialog and, if time, Manual 1 vocabulary

Enacting the Manual dialogs 1, 2, and 3; drills related to the grammatical topics from the Manual 1, 2, and 3: རེད་ and ཡིན་ affirmative, negative, interrogative, and negative interrogative constructions (interrogative constructions include those that use both interrogative particles and interrogative pronouns)
Writing/pronunciation practice; activities related to the Manual lessons 1, 2, & 3; practice spelling aloud.
Start out class with the powerpoint showing things and asking "di ga re red?", and then another student has to answer "'di SOMETHING red".
Then put students in pairs. And then they were given envelopes with small flash cards with all the new vocabulary words. There was one envelop for each pair. they say "nga ___yin", "khyed rang _____yin pas", "nga _____ min, nga ______yin". You use the words you get even if conceptually makes no sense (like "house") - point is to practice second and third person. So point is to have two students doing this in a very interactive way rather than the whole class.
then did plural and demonstratives - "khang pa de", "khang pa de tsho". Get used to putting "de" after noun and not before it. Done in pairs - the listening person should correct the talking person if they make a mistake.
Then in pairs ask students to maintain two roles - one from Lhasa and one from New York. Then get some information from the other person like their occupation. Ask a series of questions. If that person has brothers, sisters, parent, etc. Very simple sort of introduction. Then after that, the students have to introduce their partner to the whole class. So they get expereince with changing second and first person to third person.

DAY 7 (W)

1. Grammar 1: The Manual 4 (“Come in!,” noun cases intro, genitive, unmarked nominative case, simple imperative).

2. Drill: The Manual 3; the Manual 4

3. Grammar 2: Begin the Manual 5 (“I have many books,” object case with ལ་, evidential moods, more discussion of difference between འདུག and རེད་, ཡོད་རེད་ and ཡོད་; the connective ཡང་)

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual dialogs 4 and 5; the Manual vocabulary Chapter 4 and Chapter 5; review the Manual 1-3 dialogs.
Activities and games with the Manual 3 & 4 content; play at coming into a house and identifying and asking about people and things, and appropriate greetings and responses. Is there/Are there…? constructions (འདུག་གས།)
Writing/pronunciation practice; activities related to the Manual 3 & 4; practice the Manual 3 & 4 dialogs and previous dialogs; practice spelling aloud; identifying pictures of objects.
Read MST 3-4 Dialogs 2 times, and also the vocabulary - first repeating after the instructor. Then did that in pairs. Encouraged them to really act it out, and show the person's personality - which teacher explains - with emotional tones.
Then teacher takes some sentences that he reads slowly to students - she has cats, etc. Ask students to pay attention to sound and pronunciation, and also how he says it. Then ask the students to answer questions such as is Drolma a Tibetan, is Drolma in Tibet, is Drolma a teacher? etc. They have to do it in pairs, and only in Tibetan strictly. Then teacher asks the students to ask each other these questions. First one student asks one question; the latter responds, and then directs a new question to a third person, and so on. The teacher is directing them as to what to ask and who to ask it - he gives the students the English and they have to translate into Tibetan and actulally ask.
Asked a few questions from MST4 dialog - what is Drolma's friend's name? etc. Asked by teacher to the whole group of students, and they answer together.

DAY 8 (Th)

1. Grammar 1: Continue the Manual 5

2. Drill: The Manual 4; The Manual 5; comprehensive drills covering the Manual 1-5.

3. Grammar 2: Finish The Manual 5

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual dialogs 4 and 5; the Manual vocabulary Chapter 4 and Chapter 5; review Manual 1-3 dialogs and vocabulary
Activities with the Manual 4 & the Manual 5 content.
Writing/pronunciation practice; activities related to the Manual 4 and 5.
Using vocabulary envelops, ask students to go through these words using simple "to be" sentences - 'di slob grwa red, etc. - quickly in pairs. Then made more complex by adding genitives, and with adjectives (nag po, chen po, gsar pa, etc.). In the first round just simple nouns. In second round made it more complex by adding adjectives to nouns. So nouns are in one envelope, and adjectives are in a separate envelope. So students in pairs use together. Then use posessive - nga la deb dkar po yod - so that using "nga la", and also noun + adjective. Then can make more complicated by using "dang" "I have a deb dkar po and deb nag po. or "nga la deb dkar po gnyis yod". So go through gradual phase of making more complicated.
then put students in pairs and have them play as tourists in lhasa. one pair goes in front of class and is put in a context in lhasa and asked to talk about what they have seen. they can talk about gompa, nangma, chang zhim po 'dug', chang rnying pa red, etc. an students ask questions of the students who did that kind of sit.
teacher reads a story to the students. mostly use vocabulary and grammar they had covered in the MST units to date.
MST lesson 4 reviewed. Asked what the name of the chapter was? how many people were in the dialog? what are their name? Use of connective particle - they are drol ma gyi parents, etc. This dialog had four people so had to have four partners to fully enact the dialog. Then switched roles so each had chance to play the role of each of the four people in the dialog
first did statements positive. khang kyi deb gsar pa red/ Then made negative, khang kyi deb gsar pa red/. Then each student makes up their own question and asks student next to them, who in turns ask his own question of another student.
story - teacher made up about girl with boyfriends, and reads it to them. Then they have to act out from memory.
another story. One pair of students then pretends to be the girl and her boyfriend, and then they talk about having just met her parents. One pair of students pretends to be the parents, and talk about meeting the boyfriend.
then they have to make up a story based upon a picture. Homework - they have to bring a photo of their family members. They then explain the photo by telling a story to the whole cassl. Must use these grammatical principles the class is studying.

DAY 9 (F)

1. Grammar 1: Review evidential moods and essential/existential verbs; review difficult material; begin The Manual 6 (“Family photo,” more about the essential and existential verbs རེད་, ཡོད་རེད་ and འདུག ; ག་པར་ “where?”)

2. Drill & Grammar 2: The Manual 5: possessive constructions, evidential moods. Continue The Manual 6

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters 1-6.

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

The Manual 5 dialog; The Manual Chapter 5 vocabulary; review The Manual 1-4 dialogs
Review 1-4 Manual lessons. Focus on yin/yod, and la don use. Giving them grammatical forms in Tibetan on the blackboard but with blanks for nominatives, etc. to fill in.

Oral Exam:

on "yin, red, min, ma red, and so forth" and "yod, yod red, and so forth" constructions using primarily the vocabs for this week.
will say 'di ga re red and point to some object in sight.
then use 'di tso khang pa red pas?, etc. "charlottesvile dge rgan yod red pas?"
then use adjectives. All of these are questions the teacher asks and the students have to answer.

WEEK THREE

Overview

The Manual 6, 7, 8, 9

GRAMMATICAL TOPICS:

word order and postpositions
numbers
future tense
volitional/non-volitional verbs
transitive/intransitive verbs
past tense auxiliary བྱུང་
present tense verbs
Verbs འདུག, རེད་, ཡོད་རེད་
Verb constructions
past tense with པ་རེད། པ་ཡིན། སོང་།
interrogative pronoun ག་པར་ “where?,” ག་གི་ “which?,” ག་ནས་ “from where?,” and ག་ཚོད་ “how many?”
ablative case (ནས་)
agentive/instrumental case and associative case (དང་)

VOCABULARY TOPICS:

Numbers
Food

DAY 10 (M)

1. Grammar 1: Go over difficult points from the exam. Review verbs; review ལ་ postposition and word order. Finish the Manual 6

2. Drill: The Manual 6; ལ་ postposition and possessive constructions.

3. Grammar 2: Begin The Manual 7 (“Where did you go?,” word order & clauses; intro to numbers; past tense).

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 7 dialog and vocabulary.; The Manual 6 dialog.
Exercises/ drills on The Manual 5, including evidential moods; drill on kinship vocabulary from The Manual 6.
Buying things in the store, going places on a map, a meal.

DAY 11 (T)

1. Grammar 1: Continue The Manual 7.

2. Drill: Drill on word order; past tense; “where did you go,?” and “with whom did you go?” questions; drill on numbers.

3. Grammar 2: Finish The Manual 7; begin The Manual 8 (“Invitation to a meal” food vocab, intro to volitional/transitive verbs, agentive/instrumental case, past tense with བྱུང་, future tense, “which?” questions).

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 7 dialog and vocabulary; The Manual 8 dialog; review the Manual 1-6 dialog and vocabulary
Activities related to The Manual 6: drill on verbs (essential verbs; existential verbs; revelatory mood) and kinship vocabulary.

DAY 12 (W)

1. Grammar 1: Continue The Manual 8

2. Drill: The Manual 7; The Manual 8.

3. Grammar 2: Continue The Manual 8.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 8 dialog and vocabulary; The Manual 7 dialog and vocabulary.
Activities related to The Manual 7: drill on word order; past tense; “to be” and “to exist” verbs in the past; evidential moods; numbers.

DAY 13 (Th)

1. Grammar 1: Finish The Manual 8. Review of previous difficult material.

2. Drill: The Manual 8: practice future tense buying and eating questions (with both interrogative particles and with the interrogative pronoun ག་གི་) with food vocabulary; drill with photos of food; past tense with བྱུང་, agentive case, future tense, ག་གི་ “which?” questions

3. Grammar 2: Begin The Manual 9 (verb constructions: ergative, affective, possessive; ནས་ ablative case; དང་; present tense རེད་/འདུག/ཡོད་; ག་ནས་ “from where?” and ག་ཚོད “how many?” questions).

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 9 dialog and vocabulary; The Manual 8 dialog and vocabulary.
Activities related to The Manual 8: food vocabulary, future tense, “which?” questions; future forms of “to be” and “to have”; egophoric auxiliary བྱུང་; agentive case
activities related to The Manual 8; prepare for Friday exam.

DAY 14 (F)

1. Grammar 1: Continue The Manual 9

2. Drill & Grammar 2: The Manual 9; ནས་ ablative case and ག་ནས་ “from where?” questions; drills on difficult materials. Finish The Manual 9; review of difficult materials.

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters ??.

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. * Students taken out individually for 10 minute Oral Interviews.

The Manual 9 dialog and vocabulary; The Manual 6-8 dialogs and, if time, vocabulary

WEEK FOUR

Overview

The Manual 9, 10, 11

GRAMMATICAL TOPICS:

the past perfect tense auxiliaries: ཡོད་, བཞག (or འདུག), ཡོད་རེད་
egophoric simple past auxiliary བྱུང་

the notion of verb aspect verb inflection

auxiliary verbs and the system of tenses
the interrogative pronoun ག་དུས་
alternate interrogative forms

HOLIDAY: Depending on the year, and national setting of the course, this HOLIDAY could be located anywhere during the summer. In the US, it is generally in week 4 (July 4, Independence Day).

DAY 15 (M)

1. Grammar 1: Go over difficult points from the exam. Finish The Manual 9. Begin The Manual 10: བྱུང་ as past tense of verb “to be” with adjectives; introduce past perfect

2. Drill: The Manual 9 comprehensive drills. The Manual 10 Dialog. Review simple past tense, future tense, present tense constructions.

3. Grammar 2: Continue The Manual 10: Past perfect tense

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 10 dialog and vocabulary; The Manual 9 dialog (and if time, vocabulary).
Activities related to The Manual 9 present tense; ནས་ ablative constructions; ག་ནས་ “from where?” questions.
GAME ACTIVITIES: Buying things in the store, going places on a map, identifying relative locations, a meal, ordering food in restaurant, scheduling time to do things, talking about weather.

DAY 16 (T)

1. Grammar 1: The Manual 10: review tense auxiliaries; present vs. past imperfect; verb inflection. ག་དུས་ “when?” questions

2. Drill: The Manual 10: past-tense drills on the imperfect and the perfect. The Manual 10 dialog.

3. Grammar 2: The Manual 10: tense aspect; perfect tense auxiliary verbs and evidential moods. Review all verb tense auxiliaries (The Manual, Table 3, p. 462).

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 10 dialog and vocabulary; The Manual 9 dialog.
Activities related to The Manual 10 present vs. past imperfect; perfect tense; mock restaurant visits and relevant improvised games.
Restaurant visit with a buffet: has the cook made X? I will have Y?

DAY 17 (W)

1. Grammar 1: Review The Manual 10 past tense forms, auxiliaries, evidential moods. Introduce Wylie transliteration system (Manual 44).

2. Drill: The Manual 10 past tense forms; all verb tenses and evidential moods; The Manual 10 dialog.

3. Grammar 2: Alternative interrogative forms for past and future tense questions.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 : * The Manual 10 dialog and vocabulary; drills with drill instructor for 30 minutes.

Activities related to The Manual 10 ག་དུས་ “when?” questions; present, past imperfect, and perfect tenses.

* mock restaurant visits.

DAY 18 (Th)

1. Grammar 1: Begin The Manual 11: The connective ཙང་ and the auxiliaries of probability.

2. Drill & Grammar 2: Drill on verb tenses; the connective ཙང་ and the auxiliaries of probability. Finish The Manual 11: ཡག & རྒྱུ་ (nominalizers), secondary verbs ཐུབ་ and སྲིད་.

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters 9, 10, and 11.

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

The Manual 11 dialog, The Manual 11 vocabulary; Weekly Video 01 A Couple Must Part
activities related to verb tenses (future, present, simple past, past perfect); ཙང་, auxiliaries of probability.

NO CLASS (F)

July 4 Holiday

WEEK FIVE

Overview

The Manual Chapter 12, Chapter 13, Chapter 14.

GRAMMATICAL TOPICS:

auxiliaries of probability
nominalizers ཡག & རྒྱུ་
connective “because” (ཙང་)
secondary verbs ཐུབ་ and སྲིད་
motion verb + གར་
the time
omitting the ergative
omitting the subject
various meanings of གཅིག
“if” constructions with ན་
polite command (imperative) རོགས་གནང་
verb + འགྲོའོ་ (“about to,” “have just,” “almost”)
verbalizers བྱེད་, རྒྱག, བཏང་
connective ནས་
verb + པ་ད་ག (as soon as)

VOCABULARY TOPICS:

telling time

WEEKLY VIDEO:

01 A Couple Must Part

DAY 19 (S)

Class outing to Tibetan Celebration (mandatory; this replaces class on Monday)

No Class 19 (M)

DAY 20 (T)

1. Grammar 1: Go over difficult points from the exam. The Manual 12: Time. Introduce Weekly Video: 01 A Couple Must Part

2. Drill: Practice Weekly Video: A Couple Must Part. Drill on The Manual 11 ཡག & རྒྱུ་, secondary verbs ཐུབ་ and སྲིད་, the connective ཙང་, and auxiliaries of probability.

3. Grammar 2: Continue The Manual 12: Omitting the ergative case and omitting the subject.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 12 dialog and The Manual 12 vocabulary; Weekly Video: A Couple Must Part
Drill on verb tenses, ཙང་, and the auxiliaries of probability. Drill on ཡག & རྒྱུ་, secondary verbs ཐུབ་ and སྲིད་. The Manual 11 dialog.

* Begin ཚུགས་མ་འཁྱུག་ (cursive writing)་.

GAME ACTIVITIES: Buying things in the store, going places on a map, identifying relative locations, a meal, ordering food in restaurant, “when?” questions and scheduling time to do things, telling time and time expressions, Games focused on Time Expressions: going places on a map according to a time schedule, scheduling time to do things with others, talking or writing about one's past, telling time with toy clock, talking about weather

DAY 21 (W)

1. Grammar 1: Continue The Manual 12: the verbal complement གར་; uses of གཅིག.

2. Drill: Practice Weekly Video: A Couple Must Part. Drills on the Manual 12: Time; omitting the ergative case and the subject.

3. Grammar 2: Begin The Manual 13: verb + འགྲོའོ་ “about to,” “have just” constructions

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 13 dialog and The Manual 13 vocabulary; Weekly Video: A Couple Must Part.
Drill on time; drill on omitting the ergative case and the subject.
ཚུགས་མ་འཁྱུག་; telling time; numbers.

DAY 22 (Th)

1. Grammar 1: Continue The Manual 13: “if” constructions (the conditional) with ན་.

2. Drill: Practice Weekly Video: A Couple Must Part. Drill on the Manual 13: the verbal complement གར་; uses of གཅིག; verb + འགྲོའོ་ “about to,” “have just” constructions

3. Grammar 2: Finish The Manual 13: the polite imperative རོགས་གནང་. Begin The Manual 14: verb + པ་ད་ག་ (“as soon as”) constructions

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 13 dialog and The Manual 13 vocabulary. Weekly Video: A Couple Must Part
Drill on the construction verb + འགྲོའོ་ “about to,” “have just”; the verbal complement གར་; uses of གཅིག

* ཚུགས་མ་འཁྱུག་; telling time and other time constructions; verb + འགྲོའོ་ “about to,” “have just” constructions; polite imperative རོགས་གནང་ prepare for Friday exam.

DAY 23 (F)

1. Grammar 1: Perform Weekly Video: 01 A Couple Must Part; The Manual 14: the verbalizers བྱེད་, རྒྱག, and བཏང་.

2. Drill & Grammar 2: Drill on The Manual 13 “if” constructions (the conditional) with ན་ and the polite imperative རོགས་གནང་; The Manual 14 verb + པ་ད་ག་ (“as soon as”) constructions. Finish The Manual 14: the connective ནས་. Review difficult material.

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters 11, 12 and 13.

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews. The Manual 14 dialog. The Manual 14 vocabulary. The Manual 13 dialog and The Manual 13 vocabulary.

WEEK SIX

Overview

The Manual Chapters 15, 16, 17, and 18

GRAMMATICAL TOPICS:

reported speech
auxiliary མྱོང་
modal verb དགོས་
interrogative pronoun “why?”
adjectival suffixes
present continuous
nominalizer ས་
auxiliaries of probability
adverbial constructions with བྱས་

VOCABULARY FOCUS:

The remaining four weeks will focus intensively on thematic vocabulary acquisition, using the Vocab Sheets and, when possible, movies using related vocabulary. Games, composition, and other activities should focus on the given theme and its vocabulary. Week 6 will focus on animals and the body.

WEEKLY VIDEO:

02 Dawa and Purdrön Flirt

DAY 24 (M)

1. Grammar 1: Go over difficult points from the exam. The Manual 15: reported speech; introduce Weekly Video 02: Dawa and Purdrön Flirt

2. Drill: Practice Weekly Video Dawa and Purdrön Flirt. Drill on The Manual 14: verbalizers བྱེད་, རྒྱག and བཏང་; the connective ནས་; verb + པ་ད་ག “have just,” “as soon as.”

3. Grammar 2: Finish The Manual 15: the experiential auxiliary མྱོང་.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Practice The Manual 15 dialog and the Manual 15 vocabulary; Dawa and Purdrön Flirt.
Creative Drills: the Manual 14 The connective ནས་; verbalizers བྱེད་, རྒྱག and བཏང་; verb + པ་ད་ག “have just,” “as soon as.”

* ཚུགས་མ་འཁྱུག་

DAY 25 (T)

1. Grammar 1: The Manual 16: the modal verb དགོས་.

2. Drill: Practice Weekly Video dialog: Dawa and Purdrön Flirt. Drill on the Manual 15: reported speech; the auxiliary མྱོང་.

3. Grammar 2: Continue The Manual 16: interrogative pronoun ག་རེ་བྱས་ནས་ “why?”

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Practice the Manual 16 dialog and the Manual 16 vocabulary; Dawa and Purdrön Flirt.
Practice the Manual 15: the experiential auxiliary མྱོང་; reported speech.

* ཚུགས་མ་འཁྱུག་

DAY 26 (W)

1. Grammar 1: The Manual 17: adjectives (including comparatives and superlatives).

2. Drill: Practice Weekly Video dialog: Dawa and Purdrön Flirt. Drill on the Manual 16: the modal verb དགོས་.; “why?” constructions.

3. Grammar 2: Continue The Manual 17: excessive adjectives using དྲགས༏ “too much” and interrogative adjectives using ལོས་; the present continuous construction V + པའི་སྒང་ཡིན། or པའི་སྒང་རེད།.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

the Manual 17 dialog and the Manual 17 vocabulary; Dawa and Purdrön Flirt.
Practice The Manual 16: the modal verb དགོས་; “why?” constructions ག་རེ་བྱས་ནས་ and ག་རེ་ཡིན་ན།

ཚུགས་མ་འཁྱུག་

DAY 27 (Th)

1. Grammar 1:. The Manual 18 the nominalizer ས་.

2. Drill: Drill on Manual 17: adjectives (including comparatives and superlatives); present continuous.

3. Grammar 2: Continue the Manual 18: auxiliaries of probability, adverbial constructions with བྱས་.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Practice the Manual 18 dialog and the Manual 18 vocabulary; Dawa and Purdrön Flirt.
The Manual 17 : adjectives: comparative, superlative; excessive adjectives using དྲགས་ “too much” and interrogative adjectives using ལོས་; the present continuous construction.
ཚུགས་མ་འཁྱུག་

DAY 28 (F)

1. Grammar 1:

2. Drill & Grammar 2:

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters 14, 15, 16, 17, and 18.

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews. Grammar 1: Perform Weekly Video: Dawa and Purdrön Flirt. Review reported speech and adjectives; practice The * Manual 18 the nominalizer ས་.

Drill: Practice The Manual 18: ས་, ཡག, and ་རྒྱུ་; auxiliaries of probability, adverbial constructions with བྱས་.
Grammar 2: Review of past difficult material.
Review The Manual 15-18 dialogs and vocabulary.

WEEK SEVEN

Overview

The Manual Chapters 19, 20, and 21

GRAMMATICAL TOPICS:

Imperative markers
The modal verb ཆོག “to be allowed; may”
The nominalizer མཁན་
Superlative constructions
Comparative constructions of equality
མ་གཏོགས་ “except”

WEEKLY VIDEO:

03 Dad Scolds Purdrön

LITERARY BRIDGE:

This week begins the literary bridge unit: ཨ་ཁུ་སྟོན་པ་ (Akhu Tönpa) and ས་སྐྱ་ལེགས་བཤད་ (Elegant Sayings of the Sakya)

NOTE: the second grammar section, during which literary Tibetan will be studied, is expanded to one hour and fifteen minutes. The first grammar section and the drill section are therefore shortened.

VOCABULARY FOCUS: This week focuses on the Religion Vocabulary Sheets.

DAY 29 (M)

1. Grammar 1: Go over difficult points from the exam. Begin The Manual 19: Imperative markers and the modal verb ཆོག “to be allowed; may”; introduce Weekly Video 03: Dad Scolds Purdrön

2. Drill: Practice Weekly Video: Dad Scolds Purdrön. The Manual 18, the nominalizer ས་, auxiliaries of probability.

3. Grammar 2: Literary Bridge. ཨ་ཁུ་སྟོན་པ་ lines 1-10 (end at ཞེས་བཤད།)

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Practice The Manual 19 dialog and vocabulary; weekly video Dad Scolds Purdrön.
Creative drills and activities with the nominalizers ས་ ཡག རྒྱ་, auxiliaries of probability.
ཚུགས་མ་འཁྱུག་
GAME ACTIVITIES: Concentrating all activities on the weekly Vocabulary Focus, any of the above games can continue to be played, using increasingly more complex constructions and vocabulary as they are learned.

DAY 30 (T)

1. Grammar 1: Finish The Manual 19

2. Drill: Practice Weekly Video dialog: Dad Scolds Purdrön. Practice the Manual 19: Imperative markers and the modal verb ཆོག “to be allowed; may.”

3. Grammar 2: Literary Bridge. ཨ་ཁུ་སྟོན་པ་ lines 10-22 (end at གཉིད་ཉལ། )

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 19 dialog and vocabulary; weekly video Dad Scolds Purdrön.
Imperative markers and the modal verb ཆོག “to be allowed; may.”
ཚུགས་མ་འཁྱུག་

DAY 31 (W)

1. Grammar 1: The Manual 20 the nominalizer མཁན་; note usage of མཁན་/ཉན་ in Dawa and Purdrön Flirt.

2. Drill: Practice Weekly Video dialog: Dad Scolds Purdrön. Practice The Manual 20: the nominalizers མཁན་/ཉན་ ས་ ཡག་ རྒྱུ་

3. Grammar 2: Literary Bridge. ཨ་ཁུ་སྟོན་པ་ lines 22-31 (end)

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 20 dialog and vocabulary.
Practice nominalizers མཁན་+ ས་ ཡག་ རྒྱུ

* ཚུགས་མ་འཁྱུག་

DAY 32 (Th)

1. Grammar 1: The Manual 21: superlatives; comparative constructions of equality; and མ་གཏོགས་ “except.”

2. Drill: Weekly Video dialog: Dad Scolds Purdrön. Drill on The Manual 21: superlatives, comparatives, and མ་གཏོགས་ “except.”

3. Grammar 2: Literary Bridge. Finish ཨ་ཁུ་སྟོན་པ་ (if not finished); ས་སྐྱ་ལེགས་བཤད་ verses 1-2

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 21 dialog and vocabulary. Practice weekly video. Review past dialogs and videos.
The Manual 21: superlatives, comparative constructions of equality, and མ་གཏོགས་ “except,” “only.”

* ཚུགས་མ་འཁྱུག་

DAY 33 (F)

1. Grammar 1: Perform Weekly Video: Dad Scolds Purdrön. Review material from chapters 19, 20, and 21.

2. Drill & Grammar 2: The Manual 21: superlatives, comparative constructions of equality, and མ་གཏོགས་ “except,” “only.” Drill material from chapters 19, 20, and 21. Literary Bridge. ས་སྐྱ་ལེགས་བཤད་ verses 3-8 (or 10).

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters Chapters 19, 20, and 21+ ཨ་ཁུ་སྟོན་པ་ and ས་སྐྱ་ལེགས་བཤད་.verses 1-2 + weekly video “Dad Scolds Purdrön.”

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

MST 19-21 dialogs and vocabulary.

WEEK EIGHT

Overview

The Manual Chapters 22, 23, and 24

GRAMMATICAL TOPICS:

Comparative constructions of superiority.
The enumerative connective བྱས་.
The allocentric future auxiliaries དགོས་, ཆོག and ཡོང་
Temporal connectives of simultaneity དུས་ “when,” “at the time when,” སྐབས་ལ་ “at the time when,” and རིང་ལ་ “during,” “while,” etc.
The future as habitual or generic

WEEKLY VIDEO:

04 A Lucky Dream

LITERARY BRIDGE (CONTINUED):

Elegant Sayings of the Sakya (cont.), Songs of the Sixth Dalai Lama, The Heart of Wisdom Sūtra

NOTE: the second grammar section, during which literary Tibetan will be studied, is expanded to one hour and fifteen minutes. The first grammar section and the drill section are therefore shortened.

VOCABULARY FOCUS: market items, clothes, vegetables, meat, fruit

DAY 34 (M)

1. Grammar 1: Perform weekly soap opera (“Dad Scolds Purdrön”). Go over difficult points from the exam. Introduce Weekly Video 04: A Lucky Dream. Begin The Manual 22: Comparative constructions of superiority and the enumerative connective བྱས་.

2. Drill: Practice the Weekly Video: A Lucky Dream.

3. Grammar 2: Literary Bridge. Finish ས་སྐྱ་ལེགས་བཤད་ (verses 8-18).

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 : * Practice The Manual 22 dialog and vocabulary; practice weekly video A Lucky Dream. *Drill on and games related to adjectives (comparative constructions of equality, superlatives); མ་གཏོགས་. ཚུགས་མ་འཁྱུག་; activities related to adjectives (comparative constructions of equality, superlatives); མ་གཏོགས་.

GAME ACTIVITIES: Concentrating all activities on the weekly Vocabulary Focus, using increasingly more complex constructions and vocabulary as they are learned.

DAY 35 (T)

1. Grammar 1: Finish The Manual 22: comparative constructions of superiority; enumerative connective བྱས་.

2. Drill: The Manual 22: enumerative connective བྱས་. Practice the Weekly Video 04: A Lucky Dream.

3. Grammar 2: Literary Bridge. Sixth Dalai Lama’s songs, verses 1-10 (end at ལོས་ཆོག )

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 22 dialog and vocabulary; weekly video A Lucky Dream.
The Manual 22: enumerative connective བྱས་

ཚུགས་མ་འཁྱུག་; activities related to The Manual 22: ordering, eating, paying the bill in a restaurant; comparative constructions of superiority and the enumerative connective བྱས.

DAY 36 (W)

1. Grammar 1: The Manual 23: ཙམ་, allocentric future auxiliaries དགོས་, ཆོག, and ཡོང་ (note usage of ཆོག in first three soap operas).

2. Drill: The Manual 23: ཙམ་, future auxiliaries with དགོས་, ཆོག, and ཡོང་ (including drills on the past tense form of verbs); weekly video A Lucky Dream

3. Grammar 2: Literary Bridge. Sixth Dalai Lama’s songs, verses 11-16; Heart of Wisdom Sūtra, lines 1-3 (end at ཕྱག་འཚལ་ལོ། )

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 23 dialog and vocabulary; weekly video A Lucky Dream
The Manual 23: ཙམ་; future auxiliaries with དགོས་, ཆོག, and ཡོང་. Games and activities use the Commercial/ Shopping vocabulary and dialogs.
ཚུགས་མ་འཁྱུག་; activities related to The Manual 23: ཙམ་; future auxiliaries with དགོས་, ཆོག, and ཡོང་. Activities and games using Commercial/ Shopping vocabulary.

DAY 37 (Th)

1. Grammar 1: The Manual 24: connectives of simultaneity དུས་, སྐབས་ལ་, རིང་ལ་; the future as habitual or generic.

2. Drill: The Manual 24: connectives of simultaneity དུས་, སྐབས་ལ་, and རིང་ལ་; the future as habitual or generic.

3. Grammar 2: Literary Bridge. Heart of Wisdom Sūtra, lines 3-20 (end at གང་བ་མེད་པའོ། )

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

The Manual 24 dialog and vocabulary; weekly video A Lucky Dream. Review past material.
The Manual 24: temporal connectives དུས་, སྐབས་ལ་, and རིང་ལ་; the future as habitual or generic.

ཚུགས་མ་འཁྱུག་; activities related to The Manual 24: connectives of simultaneity དུས་, སྐབས་ལ་, and རིང་ལ་; the future as habitual or generic; prepare for Friday exam.

DAY 38 (F)

1. Grammar 1: Review past material.

2. Drill & Grammar 2: Drill The Manual 22-24, using Commercial/ Shopping vocabulary; weekly video A Lucky Dream. Literary Bridge. Heart of Wisdom Sūtra, lines 20-35 (end at སྨྲས་པ། ). Review dialogs and vocabulary for The Manual 22-24; weekly video “Lucky Dream.”

3. FRIDAY WEEKLY EXAM: Covers material from The Manual Chapters 22, 23, and 24, Weekly Video 04: A Lucky Dream, ས་སྐྱ་ལེགས་བཤད་ , Sixth Dalai Lama’s songs, verses 11-16, and Heart of Wisdom Sūtra, lines 1-3 (end at ཕྱག་འཚལ་ལོ། ).

4. Creative Activities & Drills #1 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

5. Creative Activities & Drills #2 : All students do drills and creative exercises together. Students taken out individually for 10 minute Oral Interviews.

WEEK NINE

Overview

The Manual Chapter 25

GRAMMATICAL TOPICS:

The nominalizer པ་.
The topicalizer ནི་.

TOPICS: Perform Final Dialogs; prepare for Final Exam

LITERARY BRIDGE: Heart of Wisdom Sūtra (continued): Review for Final Exam.

GAME ACTIVITIES: Review for Final Exam.

DAY 39 (M)

1. Grammar 1: The Manual 25: the nominalizer པ་ and thematizer ནི་.

2. Drill: Review past material; practice Final Dialogs.

3. Grammar 2: Literary Bridge. Heart of Wisdom Sūtra, lines 33-end. The Manual 25 dialog and vocabulary. Review past material for final exam.

4. Creative Activities & Drills #1 :

5. Creative Activities & Drills #2 :

Drill on The Manual 25: the nominalizer པ་ and thematizer ནི་. Practice Final Dialogs in pairs or small groups.
ཚུགས་མ་འཁྱུག་; activities related to The Manual 25: the nominalizer པ་ and thematizer ནི་. Begin to script and practice Final Dialogs in pairs or small groups; prepare for final exam.

DAY 40 (T)

1. Grammar 1: Review difficult grammar topics.

2. Drill: PERFORM FINAL DIALOGS

3. Grammar 2: Review difficult literary points.

4. Creative Activities & Drills #1 : Review for final exam.

5. Creative Activities & Drills #2 : Review for final exam.

ཚུགས་མ་འཁྱུག་; script and practice Final Dialogs in pairs or small groups; prepare for final exam.

DAY 41 (W)

1. Grammar 1: Review for final exam.

2. Drill: Review for final exam.

3. Grammar 2: Review for final exam.

4-5: FINAL Exam.

Graduation Day (R)

1:30 Graduation

Move Out Day (S)

Move Out Day