Indian Institute of Teacher Education, Gujarat.

Indian Institute of Teacher Education, Gujarat.

Unit Sub Unit

Content Credit

1 1.1 Concepts in Grammar

0.75 1.2 Nature and Importance of Grammar 1.3 Approaching Grammar as Student/Teacher

1.4 Parts of Speech

2 2.1 Sentence Formation and Types

0.75 2.2 Tenses

2.3 Modal & Auxiliary

2.4 Active Passive

3 3.1 Common Errors

0.75 3.2 Phrasal Verbs

3.3 Punctuations

3.4 Idioms and Proverbs

4 4.1 Applied Grammar

0.75 4.2 Study of Letters by Gandhi

4.3 Study of Speech by Vivekananda 4.4 Study of Essay by Tagore

Assessment & Evaluation

Credit Internal External

The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I

Paper Code:30251010

Compulsory

Subject: ENGLISH Credit: 3

: Title of the paper:

Grammar and Usage

Objective of the course:

To understand the common errors in sentence formation.

To teach the students the application of basic concepts and usage of Grammar.

REFERENCE BOOKS: Murphy, Raymond. English Grammar in Use: Students book Intermediate (4 th Ed). Cambridge: CUP, 2013.

Selected Letters by Gandhi.

Swami Vivekananda: Chicago address at the World Parliament of Religions, 11th Sep, 1893.

Select essays by Rabindranath Tagore.


Unit Sub Unit

Content Credit

1 1.1 Understanding Nature of Literature 0.75

1.2 Types and Characteristics of Literature

1.3 Why to study literature?

1.4 How to study literature?

2 2.1 Literary Forms 0.75

2.2 Prose: Short story, Novel, Essay

2.3 Poetry: Lyric, Sonnet, Epic

2.4 Drama: Tragedy, Comedy

3 3.1 Literature and other Domains 0.75

3.2 Literature, Language and Philosophy

3.3 Literature and History

3.4 Literature, Culture and Society

4 4.1 Literature Applied 0.75 4.2 Study of The Guide by R.K. Narayan 4.3 Study of A Doll’s House by Henrik Ibsen 4.4 Study of Daffodils by Wordsworth



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I

Paper Code:30251020

Compulsory



Introduction to Literature


To enable students to study the basic notions of l iterature

To acquire knowledge about the nature and function of l iterature

To learn about the major forms of l iterature and its relation to other domains.

REFERENCE BOOKS: The Guide by R.K. Narayan

A Doll’s House by Henri Ibsen

Literary Trends, Forms and Movements by Dr. Raghukul Tilak

MH Abraham’s Dictionary of Literary Terms

Cuddon’s Penguin Dictionary of Literary Terms and Literary Theory


Unit Sub Unit

Content Credit

1 {æÞfk÷eLk MðYÃk :ÃkË

Lkh®Mkn yLku {ehkt ÃkËfrð

{ehktLkk ÃkËkuLke {kurnLke

ÃkË yLku yLÞ MðYÃkkuLke íkw÷Lkk

0.75

2 ‘{ehkt’ Lkk SðLk rðþu {krníke

‘{ehkt’ – fðrÞºke íkhefu

‘{ehkt’ – rðþu ËtíkfÚkkyku

Lkh®Mkn {ehktLke íkw÷Lkk

0.75

3 ‘«u{ ËeðkLke {ehkt’ MktÃkkËLkk rð~ku {krníke

¼Âõík¼kðLkk ÃkËku

«ýÞ¼kðLkk ÃkËku

rðhnLkk ÃkËku

0.75

4 fkuEÃký çku ÃkËLke Mk{eûkk

f]»ý rðþuLkk Lkh®Mkn {ehktLkk ÃkËkuLkwt MkkBÞ

‘økkuÃke¼kð’ -Lkku MktË¼o

{ehktLkk ð]s¼k»kkLkk ÃkËLkku Ãkrh[Þ

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I

Paper Code: 30261010

Compulsory

Subject: GUJARATI Credit: 3


;FlCtI :J~5 o 5N o DLZF \GF 5N


DwISF,LG I]UGM 5lZRI S[/JL lJnFYL"VM V[ ;eITFGF ;\5S"DF\ VFJ[P

DLZF\GF ÒJGGL CSLSTM HF6[ VG[ ÒJGGL JF:TlJSTFGM 5lZRI S[/J[P

—5N˜ V[ SFjI :J~5 5|FlRG U]HZFTDF \ S[JL ZLT[ B[0FI]\ V[ lJUTM lJnFYL"VM HF6[P

—N\TSYF˜ GF TtJMGM 5lZRI lJnFYL"VMS[/J[P

—:+L˜ GF ÒJGGF R-FJvpTFZ —DLZF\̃ äFZF ;DH[

—DLZF\̃ GF CNIEFJM äFZFV[DGF ÒJG lJX[ lJnFYL"VM HF6[P

REFERENCE BOOKS: {.fk. økw.Mkk.Lkku EríknkMk – yLktíkhkÞ hkð¤

‘«u{ ËeðkLke {ehkt’ – Mkt. LkkÚkk÷k÷ økkurn÷


Unit Sub Unit

Content Credit

1

1.5

2 ( ) माघ शुद्रकसोमदेव कथासरित्सागिपंडित ववष्णुशमाा पंचतंत्र

1.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I


Compulsory

Subject: Sanskrit Credit: 3



• lJnFYL"VM ;\:S'T J6M"GM 5lZRI 5|F%T SZ[P

• lJnFYL"VM D]bI ;\7F VG[ XaNMGL 5lZEFQFF HF6[P

• lJnFYL"VM :+Ll,\U4 5]l<,\U VG[ G5]P l,\UGF ~5M HF6[P

• lJnFYL"VM JT"DFGSF/ VG[ CI:TG E}TSF/GF 5|tIIM HF6[P

• lJnFYL"VM EJFlNU6GF WFT]GM 5lZRI HF6[P

• lJnFYL"VM lN5FlNU6GF WFT]GM 5lZRI HF6[P

• lJnFYL"VM R]ZFlNU6GF WFT]GM 5lZRI HF6[P

• lJnFYL"VM ;\:S'T ;FlCtISFZM VG[ ;FlCltIS S'lTVMGM 5lZRI 5|F%T SZ[P

REFERENCE BOOKS: ;\:S'T ;FlCtIGM .lTCF;

;\:S'T jIFS|Z6


Unit Sub Unit

Content Credit

1 - Why should we study history -It’s relevance to the people and society -sources of Ancient Indian History.

0.75

2 Beginning of human life on the earth- cultural development of man The Old Stone Age: Human life,discovery of fire,Man as

haunter,weaponsDress,Primitive man’s Contribution to the art,cavepaintings. The new StoneAge (Neolithic Age): Discovery of Agriculture, its effect on man’s l ife

cattle-rearing,the invention of wheel,clay work,Dress,Housing,Transport,economiclife, Religiouslife, political l ife, the discovery of metals.

0.75

3 Beginning of Agriculture and settled life- Indus system,north-western India,Ganga and son plains,sindhu and Ravi valleys,southern India, Emergence of large vil lage-pre-harappan and early harappan phase.

0.75

4 Harappan civilization (sindhu valley’s civilization): The discovery eixten, period, some unique features of Harappan civilization. i . Town planning :houses, roads , drainage system , public baths, public buildings, i i . Special features of lothal i i i . Political l ife iv. Social l ife : classes food & drink dresses, ornaments, means of entertainments house hold furniture, toys v. Economic l ife; agriculture and cattle- rearing, weights & measures, lothal as a part & trade with foreign countries etc. vi. Religious l ife: gods and goddesses, religious beliefs, worship of mother- goddess, animals, the peepal and trees found on the seals. vii. Art and architecture vii i . The end of this civil ization ix. The contribution of the Harappan civilization to the world. 5. Chalcolithic cultures and beginning of iron age- malwa, jorwe and banas cultures, copper hoards, northern Indian Iron Age culture, megalithic cultures of Deccan Southern India. 6. Vedic Civil ization: Arrival of Aryans in India; Aryans colonies on the bank of sapta - sindhu (seven rivers) the vedic l iterature: polity and administration – sabha and samiti. Social l ife: joint family system, the statues of women, diet and dress, the varnashram system and four goals of l ife Economic l ife : farming, cattle rearing, main occupations, cloth carts & ploughs, boats, ornaments, weapons trade & commerce with other countries by sea -routs, exchanged for good coins “NISHK”;Religious l ife, Education. 7. Post vedic l iterature: the Uprushads, Vedangs, yoga, patanjali’s work, the epics, ramayan&mahabharat religion and philosophy, science and technology 8. Age of mahajanpadas, nandadynsty. 9. Early history of south india and Deccan – sangam age and literature- cholas, Pandyas and cheras (keral) 10. Mahavira and Buddha their times and as a social reformer.

0.75

B.A.,B.Ed.

Semester-I


Compulsory

Subject: History Credit: 3


Ancient History of India: From Earliest Times to lord Mahavira and Buddha

Objective of the course: The course i s designed to help the s tudent teachers to understand:

• The importance of history, archaeological sources for the understanding of history.

•The old age, s tone age, Harappan civilizations.

•Chalcolithic culture, vedic civilization, post vedic l iterature.

•Age of mahajanpadas, nandadynasty.

•Early history of south india and Deccan – sangam age and literature- cholas, Pandyas and cheras (keral) •Mahavira and Buddha their times and as a social reformer.



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

REFERENCE BOOKS: Ancient India : Nilkanth Shastri

The History and Culture of the Indian People Vol. I –III : Majumdar R.C.

Early India – RomilaThaper

The Wonder that was India : A.L.Basham

Early India : Romila Thaper

The Gupta Empire : Mukherjee R.K.

Medieval India : Irfan Habib, (Ed), Medieval India – 1 (1200-1750), Oxford Uni.Press, 1997.

2. Chaudhary, Socio-Economic History of Mughal India, Discovery Pub.house, Delhi, 1987.

3. Satish Chandra, Medieval India from Sul tanate to Mughals, Har Anand Pub.Vt.ltd., Delhi,1998. 4

Medieval History of India : Singh Meera

The Delhi Sultanate : Dr. A. L. Shrivastava

Mughal Empire in India : Sharma R.S.

The Mughal Empire : Ishwari Prasad

The Mughal Empire : Shrivastav A.L.


Unit Sub Unit

Content Credit

1 The Study of Politics Definition and concept of politics and study of politics Organs of the Constitution of India Preamble of the Constitution of India

0.75

2 Duties of the Citizen under the Constitution Fundamental duties of the citizen under the Constitution of India Society and State Components of a state Government and Sovereignty

0.75

3 Fundamental Rights in the Constitution of India Concepts of Rights in the constitution of India Types of Rights and Freedom Discuss parliamentary democracy Dictatorial state Civil Liberties

0.75

4 Right theory, Federal system and Chanakya Divine right theory by st. Augustin Federal system of Indian polity Chankya and Indian culture

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I


Compulsory

Subject: Fundamental Courses Credit: 3


Introduction to Civics


•Definition and concept of politics and s tudy of politics.

•Organs and Preamble of the constitution. •Fundamental duties of the ci tizen.

•Concept of society and s tate.

•Components of a s tate.

•Concept of rights in the constitution and its types.

• •

REFERENCE BOOKS: Austin, G., The Indian Constitution: Corner Stone of a Nation, Oxford, Oxford University Press,2000. 3.

Austin, G., Working a Democratic Constitution: The Indian Experience, Delhi, Oxford University Press, 2000.

Basu, D.D., An Introduction to the Constitution of India, New Delhi, Prentice Hall, 1994.

Thakur, R., The Government & Politics of India, London, Macmillan,1995. Barry, N.P., Introduction to Modern Political Theory, Macmillan, London, 1995.


Unit Sub Unit

Content Credit

1 Information and Communication Technology: Meaning and Concept. Models of Communication, Classroom Communication. Concept of Tele-communication and Satellite-communication - Teleconferencing, Video Conferencing.

0.50

2 Introduction to computers: Input and Output devices. MS Office-2007 onwards (Word, Excel, MS Access, PowerPoint, Paint). Computer care- Viruses, Security and maintenance. Uses and Applications of computer. Networking: Internet and its Working -www, Educational website, E-mail E-learning and Virtual Classrooms

Multimedia-Meaning, Concept, Required Software, and use in education.

0.50



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

1 0 5 10 15 35 35 35

Subject: ICT Credit: 1


Information Communication Technology-I

B.A.,B.Ed.

Semester-I

Paper Code:10321010

Compulsory


After taking this course student teacher will be able to use ET approach for optimizing learning outcomes in

various subjects at the school levels in addition to the power to make intelligent use of ICT.

REFERENCE BOOKS: Microsoft Outlook 2016 Step by Step 1 Feb 2016 by Joan Lambert, Steve Lambert

Microsoft Word 2016 Step by Step, authered by Joan Lambert, Pearson Education, 2015

Microsoft Excel 2016 Step by Step, authered by Curtis Frye, Pearson Education, 2015

Microsoft PowerPoint 2016 Step by Step, authered by Kevin Wilson, Pearson Education, 2015


Unit Sub Unit

Content Credit

1 Yoga’s Philosophy Introduction and meaning of yoga Brief History of yoga Importance of yoga

0.5

2 Ashtang Yoga First for Limbs Yama (the five Abstentions) Ahimsa (Non – Violence), Satya (Truth Non – Lying)

Asteya (Non – Covetousness), Brahmacharya (Non – Sensuality,celibacy) and Aparigraha (Non – Possessiveness

Niyama (The five “observances”) Shaucha (Purity), Santosh(Contentment), Tapas

(Austerity) Svadhyaya (Study of the Vedic Scriptures to know about God and the Soul), and Ishvara – Pranidhana (Surrender to God)

Asana – Literally Means “Seats“and in Patanjalis Sutras refers to the Seated position used for Meditation.

Pranayama – (SuspendingBreath) Prana Breath,Ayama, to restrain or stop. Also

interpreted as control of the life force.

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 10 15 35 35 35

B.Sc.,B.Ed.

Semester-I


Compulsory

Subject: EPC Credit: 1


Yoga Studies- I


To enable the students to understand the philosophy of yoga. To enable the students to understand the various types of asanas and its importance.

REFERENCE BOOKS: Swami Digambanji , Yoga and Physical Education , Kavivalyadhama Lonawla India

Yoga Mimansha ,Quarterly Publication

Dr. Taraknath Pramanik , Yoga for Health Body , Sports Publication

Yoga and it’s philosophy and Practice, Swami Ramdev

Pranayama Rahsya , Swami Ramdev

Soul Development Through Yoga , Maharishi Arvind , www.pathofdivinelife.org


Unit Sub Unit

Content Credit

1 DANCE What is Dance? Importance of Ghungharoo in classical Dance. Introduction to general Terminology of Music and Dance. Understanding of

Taal, Laya, Matra, Sam, Tali, Khali and Avartan with example of different Taals. Writing of Taals in notations with Dugun and ChaugunLayakaries.

Three pil lars of classical Dance. What is meant by Folk Dance? Study of Five Folk Dances.

Music Definitions of technical terms: Naad, Swar, Saptak, Purvanga, Uttarang, Aroh,

Avaroh, Vadi, Samvadi, Varjitswar, Sthai, Antara, Alankar. Importance of Music in Education. Practice of Different Taal.

Drama Theatre: Meaning, Comcept. Type of Theatre. Theatre an overview, visiting Theatres in

the neighbourhood. Basic Understanding of parts of stage. Types of Drama: Mono acting, Skit, One act play, Full length play, Mime, Dancedrama,

Bhavai, Street play. Introduction to Classical Play in Sanskrit. Vachikam.

1



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 10 15 0 35 35 35

B.Sc.,B.Ed.

Semester-I


Compulsory

Subject: Performing arts Credit: 1


Performing Arts -1


Reflect on, appreciate and evaluate their work and the work of others

Develop receptiveness to performing art forms across time, place and cultures, and perceive the s ignificance of these art

forms as an integral part of life

Apply skills specific to the art forms studied to elaborate an idea, present work through formal or informal performance and

exhibition

Show sensitivi ty to their own and different cultures

REFERENCE BOOKS: Nandikesvara, “Abhinayadarpan”, Edited & Translated by Dr. M Ghosh,ManishaGranthalayaPvt. Ltd.,

Culcutta, 3rd Edition, 1981.

Dr.PuruDadheech, “Kathak Dance Syllabi (part 1)“, BinduPrakashan, Indore, 1 st Edition, 1997.

Mohan Khokhar, “Tradition of Indian Classical Dance, 2 nd Edition, 1984.


Unit Sub Unit

Content Credit

1 Holistic Development and Physical Education

Physical Education Meaning of Physical Education

History of Physical Education

Importance of Physical Education

0.5

2 Physical Fitness

Meaning of Physical Fitness Components of Physical Fitness Benefits of Physical Fitness

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 10 15 0 35 35 35

B.Sc.,B.Ed.

Semester-I


Compulsory



Sports- I


To enable the students to understand the concept of physical education and its importance. To enable the students to understand the concept of Physical fitness, its components and Benefits.

REFERENCE BOOKS: Dr R.P. Singh , Physical Education , Khel Sahitya Kendra

Dr Sanjay R. Agashe , Physical Fitness and Wellness , Khel Sahitya Kendra

Khan Eraj Ahmed , History of Physical Education in India , Patna Scientific Book Co

Rajagopalan M.A , Brief History of Physical Education in India ,Delhi Army Publishers- 1960

Sharma Jackson.R , Introduction to Physical Education ,New York: A.S , Barnes and Company,1964


Unit Sub Unit

Content Credit

1 Linguistic Skill Development: (Language Lab)

0.50 1 Listening Skill: Ear Training at Phonic Level

2 Listening Skill: Ear Training at Morphic Level

2 Listening Skill Development: (Language Lab)

0.50 1 Listening Skill: Ear Training at Syntactic Level

2 Listening as a whole

3 Speaking Skill Development:

0.50 1 Reproduction of sounds

2 Speaking short sentences

3 Tone and Intonation

4 Speaking Skill Development

0.50 1 Dialogue

2 Monologue



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

Subject: ENGLISH-CS I Credit: 2


English (Developing Oral Skills)

B.A.,B.Ed.

Semester-I

Paper Code:10311010

Compulsory


To understand the importance of effective listening skills

To acquire the knowledge of effective speaking skills

Application of effective speaking skills to develop listening skills

REFERENCE BOOKS: Better English Pronunciation by J D O Conner

English for Academic Purposes- Deeptha Achar, Granth Nirman Board

A Textbook of English Phonetics for Indian Students by T. Balasubramanian

Exercises in Spoken English Part 1 by CIEFL, Hyderabad.


Unit Sub

Unit

Content Credit

1 Mð h, ÔÞtsLk, yÄoMðh, yLkwL kkrMkfku y™u òuzýe

¼k» kkLke ðýoÔÞðMÚkk (ðýo{k÷k) Ãkrh[Þ

æð rLkykuLkk Wå[khý MÚkkLkLkku Ãk rh[Þ

Wå[khýþwrØ yLku òuzýe rLkÞ{kuLke [[ko

1

2 rð [khrðMíkkh, ynuðk÷

fkÔÞLkk MktË¼ o{kt

Ã k uh uøkúkVLkk Mk tË¼ o{kt «Mktøk rLkYÃký

½xLkk fu çkLkkðLkwt yk÷u¾Lk

1

Assessment

&

Evaluation


The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o

70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I


Compulsory

Subject: Gujarati-REL Credit: 2


REL-GUJARATI -I


• lJnFYL"VM EFQFF HF6JF ;FY[ EFQFF lJX[ HF6[P

• lJnFYL"VMwJlGT\+GM 5lZRI v S[/J[P

• lJnFYL"VM prRFZ6 X]lâGL ;DH S[/J[P

• lJnFYL"VM ,[BG v SF{X<I S[/J[P

REFERENCE BOOKS: økwshkíke ÔÞkfhý – ÞkuøkuLÿÔÞkMk

¼k»kk Ãkrh[Þ yLku økwshkíke ¼k»kkLkwt MðYÃk : sÞtík fkuXkhe

MkkÚko òuzýe fku»k :økwshkík rðãkÃkeX


Unit Sub

Unit

Content Credit

1 भाषण कला

- वाक् प्रवीणता

- संबोधन की कला

- ववषय प्रस्तुवत

- वणणन कला

- संवविकला और वाक् पटुता

1

2 समास एव ंसामावसक शब्ि

- समास की व्याख्या

- प्रकार – कमणधारय , द्वदं्र , विगु , बहुव्रीही , तत्पुरुष , मध्यमपि्लोपी

- द्रष्ांत

1

Assessment

&

Evaluation


The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o

70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-I


Compulsory

Subject: Hindi REL-I Credit: 2


REL-Hindi-I


•

REFERENCE BOOKS:

भाषण कला केसे सीख े– अरव िंदभाई ठाकर , जयिंतीभाई ए शाह

व्याकरण कला

वहन्दी सावहत्य का इवतहास


Unit Sub Unit

Content Credit

1

The Organ of Speech

The Description and Classification of Speech Sound: Introduction

0.75

2

The Description and Classification of Consonants

The Description and Classification of Vowels

0.75

3

Phonetic Transcription

Practicing words, Sentences and Paragraphs

0.75

4

Understanding Phoneme

Understanding Syllable

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II

Paper Code:30252010

Compulsory



Phonetics and Spoken English


To acquire the knowledge of sound system & articulation of sounds of a Language.

To develop the skil l of correct pronunciation and intonation.






Unit Sub Unit

Content Credit

1 1.1 Understanding ‘Short story’ as a Literary Form 0.75

1.2 Chief Characteristics of Short Story

1.3 Types of Short Story

1.4 Narrative of Short Story

2 2.1 Study of the major exponents of the genre 0.75

2.2 Anton Chekhov

2.3 O’Henry

2.4 Sadaat Manto

3 3.1 Study of Indian Short-stories 0.75

3.2 Toba Tek Singh – Sadaat Hasan Manto

3.3 Karma – Khushwant Singh

3.4 The Thief - Ruskin Bond

4 4.1 Study of Short-stories of the World 0.75

4.2 How Much Land Does a Man Need?-Leo Tolstoy

4.3 Necklace-Guy de Maupassant

4.4 The Bet-Anton Chekhov



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II

Paper Code:30252020

Compulsory



Introduction to Literary Form: Short Stories

Objective of the course: To enable students to study ‘Short Story’ as a l iterary form

To learn how to approach a story as student/teacher.

REFERENCE BOOKS: Essays, Short Stories and One-Act Plays: R.K.Kaushik and S.C. Bhatia, OUP

Let’s Go Home and Other Stories: Minakshi Mukherjee, Macmillan

Background to the Study of English Literature: B. Prasad

Prism: An Anthology of Short Stories. Foundation Books. New Delhi

MH Abraham’s Dictionary of Literary Terms

Cuddon’s Penguin Dictionary of Literary Terms and Literary Theory


Unit Sub Unit

Content Credit

1 Ðê±ü À¢²¢±¢Îè ÜUç±¼¢ ÜUè Ðí±ëçœ¢²¢¡

À¢²¢±¢Îè ÜUç±¼¢ ÜUè Ðí±ëçœ¢²¢¡

0.75

2 Ðê±ü À¢²¢±¢Îè ÜU¢Ã²

¥²¢ïŠ²¢ô„ã ©Ð¢Š²¢² - ‘ãçÚ¥¢ñ{’

ÈUêH ¥¢ñÚ ÜU¢¡Åï,

¥¢¡„ê

}¢ñçƒHèà¢Ú‡¢ x¢éé#

Î¢ïÝ¢ïæ ¥¢ïÚÐíï}¢ ÐH¼¢ ãñ

„¶è ! ±ï }¢éÛ¢„ï ÜUãÜUÚ …¢¼ï, – ÜUéÏ…¢

}¢¢¶ÝH¢H ™¼é±ïüÎè – ÜUñÎè ¥¢ñÚÜU¢ïçÜUH¢

0.75

3 …²à¢æÜUÚ Ðí„¢Î

}¢{é}¢² Îïà¢

Ï¢è¼è ç±|¢¢±Úè

„éç}¢~¢¢ÝæÎÝ Ðæ¼

„é¶ - Îé:¶,

}¢¢Ý±

0.75

4 „ê²üÜU¢æ¼ ç~¢Ð¢Æè ‘çÝÚ¢H¢’

ç|¢ÿ¢éÜU - ¥|¢è Ý ã¢ïx¢¢ }¢ïÚ¢ ¥æ¼

}¢ã¢Îï±è ±}¢¢ü –

…¢x¢ ¼éÛ¢ÜU¢ï ÎêÚ …¢Ý¢,

}¢ñæÝèÚ |¢ÚèÎé:¶ ÜUèÏ¢ÎHè

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II


Compulsory

Subject: Hindi Credit: 3


¥¢{éçÝÜU çã‹Îè ÜUç±¼¢


The course i s designed to help the s tudent teachers to understand:

REFERENCE BOOKS: Ð¢ÆKÐéS¼ÜU : ¥¢{éçÝÜU ÜUç±¼¢ „çÚ¼¢, „æÐ¢ÎÜU - ¥Úô±ÎÎï„¢§ü, ÐíÜU¢à¢ÜU-Ú¢…Ð¢H »‹Ç „‹„, çÎËHè

çã‹Îè „¢çãy² ÜU¢ „éÏ¢¢ï{ §ç¼ã¢„ – x¢éH¢Ï¢Ú¢²

çã‹Îè „¢çãy² ÜU¢ §ç¼ã¢„ – Ýx¢ï‹Îí

¥¢{éçÝÜU „¢çãy² ÜUè Ðí±ëçœ¢²¢¡ – Ý¢}¢±Úô„ã

Ý²è ÜUç±¼¢ : }¢êË² }¢è}¢¢æ„¢ - Ï¢ñ…Ý¢ƒô„ãH


Unit Sub Unit

Content Credit

1 SFjIGLjIFbIFVG[ ,F1Fl6STFVM DwISFl,G 5n VFbIFG 4 5|A\W VG[ OFU] B\0SFjI4 ;MG[8 VG[ Uh,

1

2 G/FbIFG4 J;\TlJHI4RS|JFS lDY]G4H8FI] 1 3 SFjIEFQFF

K\N VG[ V,\SFZ ZRGF ZLlTVM

1



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II


Compulsory



5n :J~5MGM VeIF;


lJnFYL"VMDwISF/GF SFjI :J~5M lJX[ HF6[P

lJnFYL"VMDwISF/GF 5n 5|JFCM lJX[DFlCTUFZ YFIP

lJnFYL"VM ;JF"RLG SF/GF DCtJGF SFjI:J~5M HF6[P

lJnFYL"VMDCtJGL 5|lTlGW ~5 SFjIZRGFVMGM ;F1FtSFZ SZ[P

lJnFYL"VMSFjIEFQFFGMVeIF; SZLG[ K\N v V,\SFZGM 5|FYlDS 5lZRI S[/J[P

REFERENCE BOOKS: {.fk. økw.Mkk.Lkku EríknkMk – yLktíkhkÞ hkð¤

GJLG SlJTF lJX[ jIFbIFGMvA/J\TZFI 9FSMZ

SlJTFGL ;DHvC[D\T N[;F.

SFjIRRF"v;]Z[X HMQFL


Unit Sub Unit

Content Credit

1 The nature of Geography ,Geography as a Bridge-science Realms of Geography Geography as an Independent Branch of Study

0.75

2 Grid system, Inter-national Dateline Cycle of Seasons Phase of moon, leap year Eclipse

0.75

3 Solar System Origin of Earth- Lapla’s Nebular hypothesis, Tidal Theory

0.75

4 Geography time Scale 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II


Compulsory

Subject: Fundamental Courses Credit: 3


Introduction to Geography



• The nature of geography, Geography as a bridge science, geography as an independent branch of study.

• Concept of Grid system, cycle of seasons, phases of moon, leap year, eclipse.

• Solar system, origin of earth and i ts related theories.

• Geography ti me scaleand its types.

• Fundamental rights in the constitution.

REFERENCE BOOKS: The Arts, Science of Geography, R.D. Dikshit , Practice hall, N.D.

Strahlar and strahlar, Physical Geography

Wooldridgr sw. The Geography as a Scientist

Shah,M-R & Jasani,K.N.,Bhautik Bhugol,University Text Book Board,Gujarat University


Unit Sub Unit

Content Credit

1 - The Mauryan Empire Religious sources - Archaeology sources - Literary sources - Early Mauryas 1) Chandra Gupta (321- 297 B.C.) 2) Bindusara (297 - 272 B.C.) 3) Asoka (268 - 232 B.C.) - Mauryan Administration -Nature of Mauryan state -Causes for the Decline of the Mauryas Gupta Empire Economic conditions, Agriculture, Industry, Tread and Commerce, Currency - PoliticalHistory - Administration, Culture - Harshvardhana (606 – 647 A.D.) - Social changes in ancient India.

1

2 (A) Establishment and Territorial Consolidation of the Delhi Sultanat. (B) Qutbuddin Aibak and Iltutmish. (C) Razia and the Period of Instability (1236-46 A.D.). (D) The Age of Bulban (1246-87 A.D.). (A) Reforms of Alauddin Khalji. (B) Muhammad Bin Tughlaq: Experiments and Reforms. (C) Disintegration of the Delhi Sultanat-its Causes. (A) Government and Administration under the Delhi Sultanat. (B) Economic and Social Life in North India under the Delhi Sultanat.

1

3 (B) India on the eve of Babar’s invasion: Political and Social condition Babar to Shershah (A) Establishment of the Mughal Rule (B) TU-ZU-Ke-Babari (Babarnama) (C) Reforms of Shershah Akbar and his rule (A) Administration (B) Mansabdari system (C) Economic Condition (D) Socio-religious reforms (E) Art and Architecture Jahangir, Sahjahan and Aurangzeb (A) Nurjahan’s influence on Jahangir; First Trading center of British East India Company at Surat (1613 A.D) (B) Sahjahan and his achievements (C) Imperialistic and Religious policy of Aurangzeb (D) Decline of the Mughal Empire (E) Literature, Art and Architecture during the Mughal Period

1

B.A.,B.Ed.

Semester-II


Compulsory

Subject: History Credit: 3


Ancient History of India: From Mauryan to Mughal empire


•The development of Mauryan Empire, its archaeology resources, mauryan administration s tate and Ashoka’s contribution to Dharma.

•Contributions of Gupta empire.

•The foundations of Delhi sultanate, its administrations and social, economic life under Delhi sultanate.

•The foundations of Mughal empire, its emperors and literature, art, architecture under Mughals.

• The cul tural contributions of Gupta in the field of Literature, Science, Art and Architecture for Indian Society.



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

REFERENCE BOOKS: Ancient India : Nilkanth Shastri

The History and Culture of the Indian People Vol. I –III : Majumdar R.C.

Early India – RomilaThaper

The Wonder that was India : A.L.Basham

Early India : Romila Thaper

The Gupta Empire : Mukherjee R.K.

Medieval India : Irfan Habib, (Ed), Medieval India – 1 (1200-1750), Oxford Uni.Press, 1997.

2. Chaudhary, Socio-Economic History of Mughal India, Discovery Pub.house, Delhi, 1987.

3. Satish Chandra, Medieval India from Sultanate to Mugha ls, Har Anand Pub.Vt.ltd., Delhi,1998. 4

Medieval History of India : Singh Meera

The Delhi Sultanate : Dr. A. L. Shrivastava

Mughal Empire in India : Sharma R.S.

The Mughal Empire : Ishwari Prasad

The Mughal Empire : Shrivastav A.L.


Unit Sub Unit

Content Credit

1 Microsoft Word create resumes, notes, and assignments mail merge Protect Word document with password Save in Different MS Word Formats Microsoft excel Use Of Formulas tab Excel Charting Excel Pivot Table and Pivot Chart Shorting data Microsoft PowerPoint Create presentation, Apply transitions Apply Themes Insert images, charts, video

0.5

2 Microsoft outlook Configure Outlook first time Create and send a new email message Online Office Use of Google Docs, Sheets, Slides, Forms

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 10 0 15 30 0 35 35 70

B.A.,B.Ed.

Semester-II


Compulsory



ICT-II


After taking this course s tudent teacher will be able to use Microsoft office in various subjects at the school levels in

addition to the power to make intelligent use of ICT.

REFERENCE BOOKS: • Microsoft Outlook 2016 Step by Step 1 Feb 2016 by Joan Lambert, Steve Lambert

• Microsoft Word 2016 Step by Step, authered by Joan Lambert, Pearson Education, 2015

• Microsoft Excel 2016 Step by Step, authered by Curtis Frye, Pearson Education, 2015

• Microsoft PowerPoint 2016 Step by Step, authered by Kevin Wilson, Pearson Education, 2015


Unit Sub Unit

Content Credit

1 Yoga Types of Yoga Ashtang Yoga

0.5

2 Asanas- Meaning, Types and Importance Important instructions to be followed while doing Asanas. Meaning of Pranayama, Definition , Types and Importance

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 10 0 15 30 0 35 35 70

B.A.,B.Ed.

Semester-II


Compulsory



Yoga Studies- II


To enable the students to understand the various types of yoga. To enable the students to understand the various types of asanas and its importance.

REFERENCE BOOKS: • Swami Digambanji , Yoga and Physical Education , Kavivalyadhama Lonawla India

• Yoga Mimansha ,Quarterly Publication

• Dr. Taraknath Pramanik , Yoga for Health Body , Sports Publication

• Yoga and it’s philosophy and Practice, Swami Ramdev

• Pranayama Rahsya , Swami Ramdev • Soul Development Through Yoga , Maharishi Arvind , www.pathofdivinelife.org


Unit Sub Unit

Content Credit

1 what is meaning of art? 2 Art – Importance in student’s life 3 Art – importance in human life. art – nature and classification.

• Handloom / fine art • folk / fine art • Classification of fine art Introduction of Fine Art • Medium and tool of fine art. • Fundamental element of painting, sculpture: 1) Line, 2)Form And Shape,3)Tone, 4)Colour,5)Texture



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 5 5 15 30 35 35 70 70

B.A.,B.Ed.

Semester-II


Compulsory

Subject: Fine arts Credit: 1


FINE ARTS (HOLICTIC ED. & DEV.INFO & COMM. TECH: PAPER FINE ARTS)


Knowing the artist’s tools and materials and finding their possibilities and limitations through series of free and elaborate exercise.

Understanding of the basic forms and the fundamentals of drawing and design. Tra ining in observation and expression This covers the training both theoretical and practical. The s tudent i s made aware of the basic shapes and forms together with his understanding of space, in which these are

relatively placed. Develop a knowledge of Political, social and literature in respect to Indian Culture.

REFERENCE BOOKS: VISUAL ARTS-PRINCIPLES AND APPRECIATION, Prof. Jayprakash J. Jagtap, Jagtap Publishing House, Pune

दृककला - मूलतत्त्वेआणिआस्वाद, प्रा. जयप्रकाशजगताप, जगतापपब्ललशशिंगहाऊसपुिे

लशलतकलाअशिव्यक्ती, प्रा. जयप्रकाशजगताप, जगतापपब्ललशशिंगहाऊसपुिे

शालेयकलाशशक्षि,प्रा. श्री. ह. शहािे, गािंगलपुब्ललकेशनपुिे


Unit Sub Unit

Content Credit

1 Psychological Aspects of Physical Education Meaning, Definition and Importance of Psychology in Physical Education and

Sports. Personality- Concept and Importance, Presenting one self, Body language, Dress

Code, Leadership.

0.5

2 Sociology in Physical Education and Sports Meaning and Importance of Sociology in physical education and sports. Sports and social phenomenon, Social Factor and their influence on sports participation, Relationship bonding through sports

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 1 5 10 15 35 35 70 70

B.A.,B.Ed.

Semester-II


Compulsory



Sports- II


To enable the students to understand the concept of psychological perspectives in physical education. To enable the students to understand the concept of sociology in physical education and sports.

REFERENCE BOOKS: Dr R.P. Singh , Physical Education , Khel Sahitya Kendra

Dr Sanjay R. Agashe , Physical Fitness and Wellness , Khel Sahitya Kendra

Khan Eraj Ahmed , History of Physical Education in India , Patna Scientific Book Co

Rajagopalan M.A , Brief History of Physical Education in India ,Delhi Army Publishers-1960

Sharma Jackson.R , Introduction to Physical Education ,New York: A.S , Barnes and Company,1964


Unit Sub Unit

Content Credit

1 Oral Skill Development: 0.50 Oral Communication: Need and Significance

Content: Nature and scope

2 Oral Skill Development: 0.50 Organization of ideas and arguments

Clear and effective delivery

3 Oral Skill Development: 0.50 Oral Expression

Body Language

4 Oral Skill Development: 0.50 Clarity of thoughts

Making oral speech



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II

Paper Code:10312010

Compulsory

Subject: ENGLISH-CS II Credit: 2




To understand the rules of effective Oral skills

Application of the rules to develop effective oral skills

To develop the skill of effective Oral skills






Unit Sub Unit

Content Credit

1 Mk{kLkkÚkeo, rðYÄkÚk eo þçËku

YZe«Þkuøkku yLku fnuðíkku

Y rZ«ÞkuøkkuL kwt {n¥ð

fn uð íkkuLkwt {n¥ð

1

2 fkÔÞ ykMðkË

Ã kºk÷ u¾Lk - «fkhku

fkÔÞ MðYÃk

yr¼ÔÞÂõík heríkyku

1



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70

B.A.,B.Ed.

Semester-II


Compulsory

Subject: Gujarati -REL Credit: 2


XaNG]\ :J~5 VG[ VlEjIlSTGL ZLlTVM


• lJnFYL"VM DFT'EFQFFGF XaN E\0M/GM 5lZRI S[/J[P

• lJnFYL"VM SC[JTM v ~l-5|IMUM äFZF EFQFFGL ;D'lâ 5|F%T SZ[P

• lJnFYL"VM SFjIGL ;DH S[/J[ p5ZF\T SFjIGF TtJMGF 5lZRIDF\ VFJ[ VG[ VlEjIlST 1FDTF lJS;FJ[P

• 5+ ,[BGGF 5lZRIDF\ VFJLG[ lJnFYL"VM —:JvVlEjIlST˜ SZTF \ XLB[P

REFERENCE BOOKS: frðíkkLke Mk{s - nu{tík ËuMkkE

økwshkíke ÔÞkfhý – ÞkuøkuLÿ ÔÞkMk

yÃkrXík yLku ÷u¾Lk – LkeríkLk ðzøkk{k


Unit Sub Unit

Content Credit

1 हास्यकथा स्वरुप

- प्रकार - हास्यकथा के लक्षण

1

2 सावहत्य स्वरुप

गधण : 1 उपन्यास स्वरुप – प्रकार

2 कहानी स्वरूप – कहावनयााँ

पधण : 1 खंडकाव्य

2 पहेवलयााँ , मकुररयााँ , सवेयााँ

1



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-II


Compulsory

Subject: Hindi –REL-II Credit: 2


Hindi –REL-II


•

•

•

REFERENCE BOOKS: कव ता के नए प्रवतमान – नाम रवसिंह

श्रेष्ट हास्य कथाए ँ– कनैयालाल निंदन

वहन्दी सावहत्य का इवतहास


Unit Sub Unit

Content Credit

1 Old English Period

0.75 Beowulf

The Seafarer’ and ‘The Wanderer’

Battle Poems

2 Middle English Period

0.75 Norman Conquest

Sir Gawain and the Green Knight

Geoffrey Chaucer, Will iam Langland, Thomas Malory

3 Elizabethan Period

0.75

Sir Thomas Wyatt

Sixteenth Century prose

Reformation

The Sonnet

Edmund Spenser

William Shakespeare

4 Restoration Period

0.75

Renaissance Drama

Christopher Marlowe

Jacobean Revenge Tragedy

Ben Jonson

Restoration Drama



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III

Paper Code:30253010

Compulsory



HISTORY OF ENGLIS H LITERATURE – I

(Old English to Restoration Period)

Objective of the course: To understand the beginnings of English Language and Literature

To acquire the knowledge of cultural and social developments that led to the changes in the forms and

styles of l iterature writing in different periods.

REFERENCE BOOKS: Peck, John and Martin Coyle. A Brief History of English Literature. New York: Palgrave Publishers Limited, 2002.

Trivedi, R D. A Compendious History of English Literature. New Delhi: Vikas Publishing House Pvt Ltd, 2008.

Alexander, Michael. A History of English Literature. New York: Palgrave Foundations, 2009.

Sanders, Andrew. The Short Oxford History of English Literature. New Delhi: OUP, 2004.


Unit Sub Unit

Content Credit

1 Prologue to Canterbury Tales by Geoffrey Chaucer 0.75

2 The Merchant of Venice by Will iam Shakespeare 0.75

3 The Duchess of Malfi by John Webster 0.75

4

Poems

i . I find no peace – Sir Thomas Wyatt

ii . My Friend, the things that do attain – Henry Howard, Earl of Surrey

iii . From the Amoretti (Sonnet no. 75)– Edmund Spenser

iv. The Nightingale – Sir Philip Sidney

v. Sonnet 130 – Will iam Shakespeare

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III

Paper Code:30253020

Compulsory



Major Literary Texts

(Old English to Restoration Period)

Objective of the course: To understand the beginnings of English Literature

To learn the major trends of the period through the major texts of prominent writers of the period .

REFERENCE BOOKS: Prologue to Canterbury Tales by Geoffrey Chaucer

The Merchant of Venice by Will iam Shakespeare

The Duchess of Malfi by John Webster

Green, David (Ed). The Winged Word: An Anghology of Poems for Degree Course. Chennai: Macmillan

Indian Ltd., 1974.


Unit Sub Unit

Content Credit

1 Linguistics: Nature and Scope

0.75 Linguistics as a Science

Concept of Language in Indian and Western Tradition

Origin/s of language

2 Phonetics & Phonology: Theory and Practice

0.75 Organs of Speech (Description of speech sounds)

Vowels & Consonants: Manners and Places of articulation

Phonetic Transcription

3 Language Structure

0.75 Grammar: Technicality and Philosophy

Morphology

Syntax

4 Various Aspects of Meaning

0.75 Semantics

Pragmatics

Discourse



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III

Paper Code:30253030

Compulsory



Introduction to Linguistics

Objective of the course: To give basic knowledge of l inguistics as a field of study

To understand and apply l inguistics in language learning


The Study of Language by George Yule




Unit Sub Unit

Content Credit

1 {æÞfkr÷LkÚke yðko[eLk MkkrníÞ – huLkuMkktfk¤

Lk{oË, Ë÷Ãkíkhk{, Lkð÷hk{

frðíkkLkk LkðeLk MðYÃkku

økãLkku WËT¼ð

0.75

2 MkkrnÂíÞf ÷ûkýku :- økkuðoÄLkhk{ rºkÃkkXe, fkLík, f÷kÃke

çk. f. Xkfkuh – LnkLkk÷k÷

h{ý¼kE rLk÷ftX – yLkurððu[Lk

0.75

3 {nkí{k økktÄeSLke økws. MkkrníÞÃkhyMkh – økktÄeS, fk÷u÷fh, {wLkþe, 2.ð. ËuMkkE

MkwtËh{T – W{kþtfhòuþe

xqtfeðkíkko ykht¼ yLku Äq{fuík wíku{s yLÞ ðkíkkofkhku

0.75

4 zkì. MkwhuþòuþeyLku LkÔÞrððu[Lk íku{s Mkt¢ktríkfk¤Lkk Mksofku

zkì. nrhðÕ÷¼ ¼kÞkýe

Lkðe frðíkk

Lkðe xqtfeðkíkko yLku Lkð÷fÚkk

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III


Compulsory



yðk o[eLk MkkrníÞLkku EríknkMk


lJnFYL"VM ;FlCtIGF .lTCF;GF 5lZRIDF\ VFJ[P

Z[G[;F\ v GJHFU'lT SF/DF\ AN,FI[,F 5|HFÒJGGL TF;LZ ;DH[P

U]HZFTL EFQFFGF 5|lTlGlW~5 ;H"SMGM 5lZRI S[/J[P

V[ ;DIDF\ Vl:TtJDF\ VFJ[, UnGM 5lZRI S[/J[P

VFW]lGSSFjI VG[ UnGF :J~5MGM VeIF; SZ[P

REFERENCE BOOKS: yðko[eLk økws. Mkk. EríknkMk – ÄeÁ¼kE Xkfh

yðko[eLk økws. Mkk. EríknkMk – h{uþ rºkðuËe

Mkwhuþ òuþeÚke Mkwhuþòuþe – Mkw{Lk þkn

ËþofLkk Ëuþ{kt – h½wðeh [kiÄhe

yÄwLkk - ¼ku¤k¼kE Ãkxu÷


Unit Sub Unit

Content Credit

1 ©Ð ‹²¢„: S±LÐ ¥¢ñÚ ÐíÜU¢Ú 0.75 2 çã‹Îè ©Ð‹²¢„ ÜU¢ ©Îì|¢± ¥¢ñÚ ç±ÜU¢„ („Ý 1947 ¼ÜU) 0.75 3 ‘ x¢ Ï¢Ý’ ( }¢éà¢è Ðíï}¢™æÎ)

Ü Uƒ¢±S¼é

©Îïà²

0.75

4 ‘ x¢ Ï¢Ý’ ©Ð‹²¢„ ÜUï }¢éw² Ð ¢~¢ ¥¢ñÚ x¢¢ñ‡¢-Ð¢~¢

Ð çÚ±ïà¢

|¢ ¢¯¢à¢ñHè

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III


Compulsory



- ©Ð‹²¢„: S±LÐ ¥¢ñÚ Ð íÜU¢Ú



REFERENCE BOOKS: x¢Ï¢Ý („æçÿ¢#) : }¢éæà¢èÐíï}¢™æÎ

çã‹Îè ©Ð‹²¢„ : »ÜU ¥æ¼²¢~¢¢ - Ç¢õ. Ú¢}¢ÎÚà¢ ç}¢Ÿ¢ - Ú¢…ÜU}¢H ÐíÜU¢à¢Ý, çÎËHè

Ðíï}¢™æÎ: »ÜU ¥Š²²Ý : Ú¢…ïEÚx¢éL - »„. ™‹Î ÐíÜU¢à¢Ý, çÎËHèçÎËHè

Ðíï}¢™æÎ ¥¢ñÚ ©ÝÜU¢ ²éx¢ : Ú¢}¢ç±H¢„ à¢}¢¢ü – Ú¢…ÜU}¢H ÐíÜU¢à¢Ý – çÎËHè


Unit Sub Unit

Content Credit

1 lCTM5N[X[ lD+,FEo

lCTM5N[X 5|:TFJGF

jIFW| 5lYSIMo SYF

D'UvX'UF, VFlNGF\ SYF

0.75

2 lCTM5N[X[ lD+,FEo

HZNŸU|LJ ULW v SYF

S5]"ZlT,S C:TL v SYF

NXS]DFZRlZTDŸv^

UMlDlG J'TF\To

0.75

3 History & Tradition of Sanskrit Katha Literature

Intro. to classical GadyaKavya&ChampaKavya 0.75

4 Self Study and Contemporary Relevance •Practical / Project Based Activities •Impression of Saskrit stories on world Lit. ;\:S'T ;\EFQ6DŸ”jIFSZ6DŸ

~5FZjIFGDŸv s!fClZos@f EFG]o

S\9:YLSZ6 v zLDNŸ EUJNŸ ULTF VwIFIv@

`,MS %$v^@ s:YLT5|7:Y ,1F6Fof

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70

B.A.,B.Ed.

Semester-III


Compulsory



jIFSZ6 ÈJ\ SYF ;FlCtI


lJnFYL"VM —lCTM5N[X˜ S'lTGM 5lZRI 5|F%T SZ[P

lJnFYL"VM —lCTM5N[X˜ v —lD+,FE˜ S'lTG] \ Z;NX"G SZ[P

lJnFYL"VM 5|FRLG SYF ;FlCtIGM .lTCF; VG[ 5lZRI 5|F%T SZ[P

lJnFYL"VM UnSFjI VG[ R\5}SFjIGM 5lZRI 5|F%T SZ[P

lJnFYL"VM l:YT5|7GF ,1F6M S\9:Y SZ[P

REFERENCE BOOKS: lCTM5N[X

lD+ ,FE

;\:S'T ;FlCtIGM .lTCF;


Unit Sub Unit

Content Credit

1 Introduction to Psychology and Educational Psychology Concept and nature of Psychology and Educational Psychology, Scope of Educational

Psychology Growth and Development of a learner: Concept ,Characteristics, Principles and Stages of

Development Factors affecting Growth and Developmental

0.5

2 Understanding Learner as Unique Individual Individual Difference: Concept and its Determinants Role of Heredity and Environment Differently enabled Child: Concept, Characteristics Role of School to cater individualised need

0.5

3 Prenatal Period and Infancy Period Prenatal Period: Concept, Characteristics&Factors influencing Prenatal Development Infancy Period: Concept, Characteristics, Development of Infant: Physical, Cognitive and

Linguistic Adjustments during Infancy Hazards during Infancy Period-physical hazards, developmental hazards and

psychological hazards

0.5

4 Childhood and Role of School Childhood: Concept, Characteristics and Stages Growth and Development in each stages of Childhood: Physical, Cognitive and Linguistic Hazards during Childhood Role of School in Development of child

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III


Compulsory

Subject: Education Credit: 2


Development of Learner: Conception to Age 11


To enable students to develop insight about Educational Psychology and the development of child

To enable students to identify need of the child

To enable students to understand role of school in the development of child

To enable students to design various activities as per the age to the child

REFERENCE BOOKS: Agrawal, J. C. (1994). Essentials of Educational Psychology. New Delhi :Vikas Publishing House Pvt. Ltd.

Chauhan, S. S. (1978) Advanced Educational Psychology. New Delhi :Vikas Publishing House Pvt. Ltd.

Kakkar, S.B. (2005). Educational Psychology. New Delhi: Prentice-Hall of India Pvt.Ltd.

Mangal, S. K. (1987) Educational Psychology.NewYork : John Wiley and Sons.

Mathur, S. S. (2009) Educational Psychology. Agara : Agrawal Publications.

Parke, R.D. &Gauvain, M (2014). Child Psychology: A Contemporary vi ew point (7th ed.) facts101.

Rao, S.N. (). Educational Psychology. New Delhi: New Age International (P) Ltd.

Shaffer, D. R. &Kipp, K. (2004). Developmental Psychology: Childhood & Adolescence (9th Ed.).USA:

Wodsworth.


Unit Sub Unit

Content Credit

1 Conceptual Foundations of Curriculum Concept – Traditional and Modern Concept of Curriculum Characteristics of Curriculum Aims of Curriculum Construction Difference between syllabus and curriculum Overt (Explicit), Null and Hidden Curriculum

0.5

2 Types and Approaches of Curriculum Types of Curriculum: Subject -centred, Learner-centred, Objective-centred, Experience-centred, Integrated and Core Curriculum – (Meaning, merits and demerits) Approaches to Curriculum: Behavioural -Rational, System Managerial, Intellectual Academic, Reconceptualise –(Meaning)

0.5

3 Foundation of Curriculum Development Philosophical Foundations: Idealism, Naturalism and Pragmatism- Characteristics and curriculum proposed Psychological Foundations Sociological Foundations

0.5

4 Issues and Recent trends in Curriculum Development Centralized v/s Decentralized Curriculum Curriculum load – Meaning, effect of curriculum load on student and teachers, measures of reducing curriculum load Autonomy in Curriculum Development – Meaning and effects Benchmarking in Curriculum Development- Meaning and importance of using international norms as benchmarks Institutionalisation of Best Practices - Meaning and examples

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III


Compulsory



Introduction to Curriculum and Curriculum Development - Concept


To develop an understanding of conceptual foundations of curriculum.

To analyze the different approaches to curriculum development.

To acquaint them with different types of curriculum development

To develop an understanding of the foundations of curriculum development.

To identify issues and problems related to development of curriculum

REFERENCE BOOKS: Tyler, Ralph W. (1974) Basic Principles of Curriculum and Instruction. Chicago, the University of Chicago Press.

Taba, Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace Jovanovich.

Doll, Ronald C.(1996).Curriculum Improvement – Decision Making and Process. London: Allyn and Bacon.

Goyat, A. (2014). Curriculum & Teaching: Techological Issues & Challenges. Chennai: Global Press.

Kelly, A.V (1982). The Curriculum – Theory and Practices. London: Harper and Row Publishers.

Kshirsagar, O.M. (2012). Curriculum Development. Jaipur: Aadi Publications.

Malik, R.S. (2014). Curriculum Development. Delhi: Jain Media Graphics.

Swami, S. & Swami, S. (2013). Curriculum Technology & Learning. New Delhi: Black Prints.

Singh, Ram K. & Bharti, Amit K. (2016). Knowledge and Curriculum, R. Lal, Meerut, India

Talla, Mrunalini, (2012). Curriculum Development: Perspective, Principles and Issues, Pearson Education India

Sharma, Divya (2013), Curriculum Development: Principles, Construction and Evaluation, Agrawal Publications


Unit Sub Unit

Content Credit

1 Linguistic Skill Development: (Language Lab) 0.50 Reading Skill: Reading at elementary level

Reading Skill: Reading for General Purpose

2 Listening Skill Development: (Language Lab) 0.50 Reading Skill: Loud and Silent Reading

Reading Skill: Scanning and Skimming

3 Writing Skill Development: 0.50 Basics of Writing

Sentences and Paragraph

4 Writing Skill Development 0.50 Cohesion

Coherence



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III

Paper Code:10313010

Compulsory

Subject: ENGLISH-CS III Credit: 2




To learn basics of effective writing and reading skil ls

To develop effective Reading and Writing Skil ls

REFERENCE BOOKS: English for All by Nilanjana Gupta, Macmillan India Limited, 1998.

English for Academic Purposes Book 1 & 2 by Deeptha Achar, Granth Nirman Board


Unit Sub Unit

Content Credit

1 s;FlCtIv;\JFNf

—D[3N}TD ˜ 5}JF¶W v `,MS v!v@) s@)f

pTZFW" `,MS v !%v@% s!)f sTtJUF.\Pf

0.5

2 sTtJFY"v;\JFNf

zLDNŸ EUJNŸ ULTF VwIFI v @

`,MS v ! v #)

sVFtDFIFoVDZtJf

0.5

3 ;]EFlQTFlGsS\9:Yf v %

;\:S'T K\NMUFG v % K\NFosVG]q8]54 .gãJH|F4 XFN]",lJS|Ll0T4 lXBlZGL4 DgNFS|FgTFf 0.5

4 ;\:S'T jIjCFZJFÉIFlG

s!)) ,3]JFÉIFlGf

~5FbIFGDŸ S' WFT] JPSFP4 ;FPE}PSFo4 ;FPEPSFo

V;Ÿ WFT] JPSFP4 ;FPE}PSFo4 ;FPEPSFo

V\SFo !v@)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III


Compulsory



ICL Sanskrit


•To prepare students by overall learning of Sanskrit not only for verbal communication but for transition of knowledge from ancient age to modem generation. •To prepare students for contemporary competitive worldpBy horizontal expanded and vertical developed knowledge of Sanskrit. •To encourage s tudy, usage and research in era of language Sanskrit. •To awake s tudents about the great legacy of this ancient language. •To help Arts students as well as Science s tudents i n self development, life management and research thru study of Sanskrit. •To give introduction of almost every era of our great heritage of knowledge.

REFERENCE BOOKS: lCTM5N[X


—D[3N}TD ̃


Unit Sub Unit

Content Credit

1 DANCE What is Abhinaya? Give information of Angik, Vachik, Aharya, and SatvikkAbhinaya. Correlation of Fine arts, Performing arts and Literary arts. Significance of the Nataraj. Tandav and Lasya. Introduction to Navras. Information of temple and court tradition in classical dance. Hast Mudras.

0.5

2 MUSIC Theoretical study of Indian classical instrument (Percussion – Non Percussion). Knowledge of accompanying Instruments (Tabla&Harmoniam). Folk Music and Classical Music. Type of Folk Music. Life sketch of Pt. Bhimsen Joshi and Dr. Smt N Rajam. Practice of Alankars.

0.5

3 DRAMA History of Indian Drama: Ancient & Medieval Indian Drama. Introduction to Natyashastra. Life sketch of Vijay Tendulkar and Girish Karnad.

0.5

4 FINE ART (PAINTING) Elements of Art:- 1) Line, 2)Form And Shape,3)Tone 4)Colour,5)Texture Parts of Design :- 1) Structural Design 2) Decorative Desing Principle of Design:-1)Repetition, 2)Variety, 3)Contrast, 4)Radiation, 5)Rhythm, 6)Balance, 7)Gradation, 8)Dominance and Subordination, 9)Proportion, 10)Transition, 11)Harmony, 12)Unity.

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-III


Compulsory

Subject: Drama Credit: 2


Drama and art in Education

Objective of the course: To enable learners to understand the dance and drama as a tool of community communication.

To understand the utility va lue of dance for preserving cultural heritage.

To develop understanding of on stage and back stage activities for a ll performing arts.

To understand the music as a whole.

To understand the distinction between classical and folk music.

To understand the visual medium.

To develop the skill of drawing lines, shapes, texture and colours.

REFERENCE BOOKS: Nandikesvara, “Abhinayadarpan”, Edited & Translated by Dr. M Ghosh,ManishaGranthalayaPvt. Ltd., Culcutta,

3rd Edition, 1981.

Mohan Khokhar, “Tradition of Indian Classical Dance, 2nd Edition, 1984.

VISUAL ARTS-PRINCIPLES AND APPRECIATION, Prof.Jayprakash J. Jagtap, Jagtap Publishing House, Pune

लशलत कला अशिव्यक्ती, प्रा. जयप्रकाश जगताप, जगताप पब्ललशशिंग हाऊस पुिे


Unit Sub Unit

Content Credit

1 Seventeenth-century poetry and prose

0.75 John Donne

Ben Jonson

John Milton

John Dryden

2 The Eighteenth century

0.75 Alexander Pope

The Augustan Age

Samuel Johnson

3 The Novel: The First Hundred years

0.75

Daniel Defoe

Aphra Behn, Samuel Richardson, Henry Fielding\

Eliza Haywood to Mary Shelley

Jane Austen

4 The Romantic period

0.75 The Age of Revolution

William Blake, William Wordsworth, S. T. Coleridge

Lord Byron, P. B. Shelley, John Keats



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV

Paper Code:30254010

Compulsory



HISTORY OF ENGLIS H LITERATURE – II

(17TH CENTURY TO ROMANTIC PERIOD)

Objective of the course: To understand the developments in English Language and Literature of the period



REFERENCE BOOKS: Peck, John and Martin Coyle. A Brie f History of English Literature. New York: Palgrave Publishers Limited,

2002.





Unit Sub Unit

Content Credit

1

Metaphysical poets John Donne - (a) The Sunne Rising (b) Death be not Proud (c) The Flea George Herbert – (a) The Altar (b) Virtue

Andrew Marvell – To His Coy Mistress

0.75

2

Paradise Lost Book-I by John Milton Rape of the Lock by Alexander Pope 0.75

3 Pride and Prejudice by Jane Austen 0.75

4

Romantic Poets William Wordsworth – (a) The Solitary Reaper (b) She Dwelt among the Untrodden Ways

(c) Composed upon Westminster Bridge John Keats – Ode on a Grecian Urn, Ode to a Nightangle P. B. Shelley – Ode to the West Wind

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV

Paper Code:30254020

Compulsory



Major Literary Texts: 17th Century to Romantic Period


To learn the major trends of the period through the major texts of prominent writers of the period.

REFERENCE BOOKS: Select poems by John Donne, Andrew Marvell and George Herbert

Paradise Lost Book 1 by John Milton

Rape of the Lock by Alexander Pope

Pride and Prejudice by Jane Austen

Select poems by Will iam Wordsworth, John Keats and P. B. Shelley


Unit Sub Unit

Content Credit

1 What is Language Teaching?

0.75 How do students learn English Language at School Level?

Issues and Challenges in ELT in Indian and Global Contexts

Tools and Techniques in ELT Indian and Global Contexts

2 English Language-Grammar Teaching at School level

0.75 Global best practices

Use of Models, charts, flash cards

Use of ICT

3 Activity Based Learning and Teaching of English: 1

0.75 Use of ALM

Use of Script and Role Play

Word/Story Games

4 Teaching in Practice

0.75 Articles, Tenses, Phrases, Phrasal Verbs,

Modals, Sentence Types

Direct-Indirect, Active Passive



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV

Paper Code:30254030

Compulsory



English Language Teaching at School

Objective of the course: To enable students to study the practical concepts, techniques and methods of English Language

Teaching at School.

To give the knowledge of best practices prevalent in English Language Teaching

REFERENCE BOOKS: English Language Teaching by HH Stern

Techniques, Approaches and Methods in ELT- Oxford

Grammar in Use by Raymond Murphy


Unit Sub Unit

Content Credit

1 UnGM pNŸEJ VG [lJSF;

Un VG[ 5n EFQFFGM E[N

UnG]\ :J~5

;FlCltIS Un VG[ jIJCFZ HLJGG]\ Un

1

2 VFtDSYF

GJ,SYF

8}\SL JFTF"

lGA\W

1

3 ;tIGF 5|IMUMvUF\WLHL

Vz] 3Z v ZFJHL 58[,

HI\T B+LGL JFTF"VM

HGFlgTS[ v ;]Z[X HMQFL

1



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV


Compulsory



Un :J~5MGM VeIF;


VlEjIlSTGF ;A/ DFwID TZLS[ UnGM 5lZRI lJnFYL" S[/J[P

Un v 5n JrR[GM TFltJS E[N lJnFYL"VM ;DH[P

jIJCFZ ÒJGG]\ Un VG[ ;FlCtIGF UnGM E[N lJnFYL"VM XLB[P

UnGF lJlJW :J~5MGM 5lZRI lJnFYL"VM 5|F%T SZ[P

UnGL 5||lTlGlW~5 S'lTVMGM 5lZRI S[/JLG[ lJnFYL" v VlEjIlSTGL 1FDTFVM lJS;FJ[P

REFERENCE BOOKS: yðko[eLk økws. Mkk. EríknkMk – ÄeÁ¼kE Xkfh

GJ,SYF :J~5v0F"P GZ[X J[{N

VFtDSYF lJX[ v5|DMNS]DFZ 58[,

lGA\W :J~5v0F"P 5|lJ6 NZHL

8}\SL JFTF"vlSXMZ HFNJ


Unit Sub Unit

Content Credit

1 çÝÏ¢æ{ïœ¢Úx¢l – ç±l¢¥¢ïæ ÜU¢ S±LÐx¢¼ ÐçÚ™²

„æS}¢Ú‡¢, Úï¶¢ç™~¢

…è±Ýè, ¥¢y}¢ÜUƒ¢

²¢~¢¢±ë¼¢æ¼ì, çÚÐ¢ï¼¢ü…, Ã²æx², Ç¢²Úè

0.75

2 „æS}¢Ú‡¢ ¥¢ñÚ ÚèÐ¢ï¼¢ü…

çà¢±Ðí„¢Î ô„ã - »ÜU …H¼è à¢¢}¢çm±ïÎè…è ÜUï Ý¢}¢

ÜUÝñ²¢H¢H ç}¢Ÿ¢ - ‘Ðí|¢¢ÜUÚ’ - Ðã¢ÇèçÚvà¢¢

0.75

3 Úï¶¢ç™~¢ ¥¢ñÚ Ã²æx²:

}¢ã¢Îï±è ±}¢¢ü - ™èÝèUÈUïÚè±¢H¢

Ú¢}¢±ëÿ¢ Ï¢ïÝèÐéÚè – „Ú²ê |¢ñ²¢

0.75

4 ²¢~¢¢±ëœ¢¢æ¼ ¥ƒ±¢ Ç¢²Úè:

}¢ïÚèçã}¢¢H² ²¢~¢¢ - Ú¢ãéH „¢æÜUëy²¢²Ý

…è±Ýè ¥ƒ±¢ ¥¢y}¢ÜUƒ¢:

S±¢}¢è Î²¢ÝæÎ, }¢¢ïãÝÚ¢ÜUïà¢

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV


Compulsory



- çÝÏ¢æ{ïœ¢Ú x ¢lç±l¢»¡



REFERENCE BOOKS: Ð¢ÆKÐéS¼ÜU – x ¢l x ¢¢ƒ¢ - „æÐ¢. ç±‡¢¢ ¥x¢í±¢H, ¥L‡¢¢ïÎ² Ð íÜU¢à¢Ý, Ý§ü çÎËHè

çÝÏ¢‹{ ±ñç±Š² - „æÐ¢ÎÜU – Ç ¢ õ. Ï ¢è. Ð écÐH¼¢

„éç} ¢~¢¢ Ð íÜU¢à¢Ý - §H¢ã¢Ï¢¢Î


Unit Sub Unit

Content Credit

1 RZS ;\lCTF VP v % DF+FlXTLIslNGRIF"f ;}+v !v^) 0.75 2 RZS ;\lCTF VP v % DF+FlXTLIslNGRIF"f ;}+v ^! v V\TTo 0.75 3 RZS ;\lCTF VP v ^ T:IFlXTLI s–T]RIF"f ;}+v !v#) 0.75 4 RZS ;\lCTF VP v ^ T:IFlXTLI s–T]RIF"f ;}+v #!vV\TTo 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam Total O/o 70

The

ory

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 3 0 70 70

B.A.,B.Ed.

Semester-IV


Compulsory



:JF:yI lR \TG sRZS ;\lCTF :J:YJ'¿ v %4 ̂ f


lJnFYL"VM —RZS;\lCTF˜ U|gYGM 5lZRI 5|F%T SZ[P lJnFYL"VM —DF+FlXTLI˜ VwIFIG]\ Z;NX"G SZ[P lJnFYL"VM —DF+FlXTLI˜ VwIFIGF ;}+MGM 5lZRI 5|F%T SZ[P lJnFYL"VM —T:IFlXTLI˜ VwIFIG]\ Z;NX"G SZ[P lJnFYL"VM —T:IFlXTLI˜ VwIFIGF ;}+MGF 5lZRI 5|F%T SZ[P

REFERENCE BOOKS: RZS;\lCTF ;}+ v ! YL &_


;\:S'T jIFS|Z6


Unit Sub Unit

Content Credit

1 Concept of Curriculum Development Concept of Curriculum Development Principles of Curriculum Development Assumptions in curriculum Development Factors affecting process of curriculum development

0.5

2 Approaches and Models of Curriculum Development Approaches to Curriculum Theory: Curriculum as Process, and Product Models of Curriculum Development Technical /Scientific Model - Ralph Tyler, Hilda Taba, Saylor and Alexander, Non-technical/non-scientific Models – Open classroom model, Weinstein model, Carl Rogers model of interpersonal relations

0.5

3 Process of Curriculum Development Assessment of Educational needs Formulation of objectives – Meaning, construction and classification Selection and organization of content- Sources of content and points to be kept in mind while selecting content Selection of learning experiences: Meaning and types of learning experiences, rules for selecting learning experience Patterns of Curriculum Organization: On the basis of -psychological principles, type of content Evaluation of Curriculum: Concept, Types (Formative and summative) and sources (students, teachers, subject experts, curriculum experts, policy makers, community)

0.5

4 Issues and trends in curriculum Development Role of NCTE in developing the curriculum for teacher education Program (Course) Evaluation: Meaning and importance with reference to any one project related to education like SSA, MSA, RUSA and any one level of school education- primary, upper primary and secondary Best Practices in School education: Case study of any two schools

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV


Compulsory



Principles and Theories of Curriculum Development

Objective of the course: To,

Develop an understanding of basic concepts of curriculum development.

Analyse the different approaches to curriculum development.

Acquaint them with different models of curriculum development

Develop an understanding of the process of curriculum development. Identify i ssues and problems related to development of curriculum

REFERENCE BOOKS: Doll, Ronald C.(1996).Curriculum Improvement – Decision Making and Process. London: Allyn and Bacon. Goyat, A. (2014). Curriculum & Teaching: Techological Issues & Challenges. Chennai: Global Press. Kelly, A.V (1982). The Curriculum – Theory and Practices. London: Harper and Row Publishers. Kshirsagar, O.M. (2012). Curriculum Development. Jaipur: Aadi Publications. Malik, R.S. (2014). Curriculum Development. Delhi: Jain Media Graphics. Swami, S. & Swami, S. (2013). Curriculum Technology & Learning. New Delhi: Black Prints. National Curriculum Framework (2005), New Delhi: NCERT. Butchvarov, P. (1970), The Concept of Knowledge, Evanston, Il l inois: North Western University Press. Chomsky, N (1986). Knowledge of Language, New York : Prager. Singh, Ram K. & Bharti, Amit K. (2016). Knowledge and Curriculum, R. Lal, Meerut, India Sharma, Divya (2013), Curriculum Development: Principles, Construction and Evaluation, Agrawal Publications Talla, Mrunalini, (2012). Curriculum Development: Perspective, Principles and Issues, Pearson Education India


Unit Sub Unit

Content Credit

1 Practicum: a. To assist the subject teacher in preparation of lessons. b. To understand the significance of classroom teaching. c. To assist the subject teacher in maintaining different types of classroom records. d. To assist the subject teacher in arranging classroom activities. e. To observe classroom teaching and to prepare the general notes.

2



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 2 5 5 5 15 30 0 70 70 70

B.A.,B.Ed.

Semester-IV


Compulsory



Practice Teaching-I

Objective of the course: • To enable prospective teachers to have hands on experiences of school.

• To enable prospective teachers to understand psychology of learners.

• To enable prospective teachers to observe learners behaviours.

REFERENCE BOOKS: Practice Teaching: A Reflective Approach, Jack C. Richards, Thomas S. C. Farrell, Cambridge University Press, 14-Mar-2011 - Foreign

Language Study

A Guide to Teaching Practice: 5th Edition, By Louis Cohen, Lawrence Manion, Keith Morrison, Dominic Wyse Passi, B. K. (1976) Becoming Better Teacher: Microteaching Approach, The M S university of Baroda, Vadodara

Rick Smith (2016) Conscious Classroom Management Second Edition Unlocking the Secrets of Great Teaching

Michael Linsin (2013) The Classroom Management Secret

https://www.google.co.in/search?tbo=p&tbm=bks&q=inauthor:%22Jack+C.+Richards%22

https://www.google.co.in/search?tbo=p&tbm=bks&q=inauthor:%22Thomas+S.+C.+Farrell%22

https://www.google.co.in/search?tbo=p&tbm=bks&q=subject:%22Foreign+Language+Study%22&source=gbs_ge_summary_r&cad=0


http://amzn.to/2uYlFhf


Unit Sub Unit

Content Credit

1 Writing Skil l Development: 0.50 Written Communication: Need and Significance

Content: Nature and scope

2 Writing Skil l Development: 0.50 Reading at higher pace

Organization of ideas and arguments (Scanning &

Skimming)

3 Writing Skil l Development: 0.50 Written language

Cohesive writing

4 Writing Skil l Development: 0.50 Clarity of thoughts

Making oral speech



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV

Paper Code:10314010

Compulsory

Subject: ENGLISH-CS IV Credit: 2



Objective of the course: To understand the importance of Writing as a skill

To learn the principles of effective writing skills

To learn the application of principles in everyday writing tasks



Technical Communication Meenakshi Raman and Sangeeta Sharma, OUP


Unit Sub Unit

Content Credit

1 sTtJFY"v;\JFNf

."XFJF:IM5lGQNŸ ; \5}6" 0.5

2 sG{lTSTFlJSF;FY"f

GLlTXTSD `,MS !v#) 0.5

3 5|FRLG EFZTLI 7FGvlJ7FG 5Z\5ZFÈ

;FlCtI

Ul6T

lJ7FG

,l,T S,FÈ Å

0.5

4 ;\:S'T jIjCFZJFÉIFlG

s!)) ,3]JFÉIFlGf

~5FbIFGDŸ v E} WFT] v JPSFP4 ;FPE}PSFo4 EPSFo

;J"TFDFlG

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV


Compulsory

Subject: Sanskrit ICL Credit: 2


IShavasyo Upnishad and Nitishatak

(Slok 1 to 30)


•To prepare students by overall learning of Sanskrit not only for verbal communication but for transition of knowledge from ancient age to modem generation. •To prepare students for contemporary competitive world by horizontal expanded and vertical developed knowledge of Sanskrit. •To encourage s tudy, usage and research in era of language Sanskrit. •To awake s tudents about the great legacy of this ancient language. •To help Arts students as well as Science s tudents in self-development, life management and research thru study of Sanskrit. •To give introduction of almost every era of our great heritage of knowledge.

REFERENCE BOOKS:


Unit Sub Unit

Content Credit

1 Introduction to Adolescence Concept and Characteristics of Adolescence Development of Adolescent: Physical, Emotional, Social Problem related to Physical and Mental health Role of Environment in Adolescent development

0.5

2 Cognitive Development of Adolescent Cognitive Development in Adolescence: Early, Middle and Late Piaget’s Cognitive Development Theory Information Processing Model Role of School in Cognitive Development

0.5

3 Developmental Theories and adjustment Erikson’s theory Jung’s theory Kohlberg’s Moral Development theory Goleman’s Theory of Emotional Intell igence Adjustment and Defence Mechanism Role of Parent, School and Society in Development of Adolescent

0.5

4 Understanding Adolescence: Issues and Concerns Adjustment Problems related to cultural, social aspects Influence of Media on behaviours of adolescent: (Depiction of children, and men

and women in television andcinema, social networking) Impact of adolescent behaviour on his personality and on society

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-IV


Compulsory



Development of Learner: Adolescent

Objective of the course: To enable students to develop insight about the development of Adolescent

To enable students to identify need and problems of adolescents

To enable students to understand role of school in the development of adolescent To enable students to design various activities for adolescent development

REFERENCE BOOKS: Aggarwal, J.C. (2009). Essentials of Educational Psychology. New delhi: Vikas Publishing House Pvt Ltd.

Ahmad, M.S. (2012). Psychology of Learning & Human Development. New Delhi: Mittal publications.

Chauhan, S. S. (1978).Advanced Educational Psychology.New Delhi :Vikas Publishing House Pvt. Ltd.

Dash, B.N. (2015). Education & Human Development. New Delhi: Dominant Publishers & Distributors Pvt Ltd.

Kohlberg, L. (1981). Philosophy of Moral Development. New York : Harper and Row.

Mangal, S. K. (1987). Educational Psychology.New York : John Wiley and Sons.

Naz, S. (2015). Psychology of Learning & Development. New Delhi: A.P.H. Publishing Co.

Selvam, M. (2014). Educational Psychology of Learning & Human Development. New Delhi: A.P.H. Publishing Co.

Sivakumar, D. &Vanirani, S. (2014). Psychology of Learning & Human Development. Jaipur: Aavishkar Publishers.


Unit Sub Unit

Content Credit

1 Victorian Literature: 1837-1857

0.75 Charles Dickens

Charlotte and Emily Bronte

William Makepeace Thackeray

Alfred Lord Tennyson, Robert Browning, Elizabeth Barrett Browning


0.75

Victorian Thinkers

George Eliot

Wilkie Collins and the Sensation Novel

Anthony Trollope, Christina Rossetti


0.75

Thomas Hardy

Samuel Butler, Henry James, Robert Louis Stevenson

Rudyard Kipling

George Bernard Shaw, Oscar Wilde

Late Victorian Poetry

4 The Twentieth Century: The Early Years

0.75

Joseph Conrad

Arnold Bennett, H. G. Wells, E. M. Forster, Katherine Mansfield

D. H. Lawrence

Georgian Poetry, War Poetry, W. B. Yeats



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V

Paper Code:30255010

Compulsory



History of English Literature – III

(Victorian Literature to the 20th Century: Early years)









Unit Sub Unit

Content Credit

1 Novels:

0.75 David Copperfield by Charles Dickens

Jane Eyre by Charlote Bronte

2 Poetry:

0.75 Alfred Lord Tennyson – ‘In Memoriam’, ‘Crossing the Bar’, ‘Break, Break, Break’.

Robert Browning – ‘My Last Duchess’, ‘Porphyria’s Lover’.

Matthew Arnold – ‘Dover Beach’.

3 Play: George Bernard Shaw’s Pygmalion 0.75 4 The 20th Century:

0.75

W. B. Yeats – ‘Byzantium’, ‘Easter 1916’

Wilfred Owen – ‘Anthem for Doomed Youth’

Siegfried Sassoon – ‘Suicide in the Trenches’

Rupert Brooke – ‘The Soldier’



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V

Paper Code:30255020

Compulsory



Major Literary Texts

(Victorian Literature to the 20th Century: Early years)

Objective of the course: To learn the major trends of the period through the major texts of prominent writers of the period.

REFERENCE BOOKS: David Copperfield by Charles Dickens

Pygmalion by G. B. Shaw

Jane Eyre by Charlotte Bronte

Select poems by Alfred Tennyson, Robert Browning, Matthew Arnold

Select poems by W. B. Yeats, Wilfred Owen, Siegfried Sassoon, Rupert Brooke


Unit Sub Unit

Content Credit

1 Macaulay’s Minute on Education

0.75 Raja Rammohun Roy’s ‘Letter to Lord Amherst on Education’.

Macaulay’s ‘Minute on Education’.

2 Teaching and Learning of English in pre-independence India

0.75 Wood’s Despatch

The dissemination phase

3 English and Society in India

0.75 English as a unifying agency

English becomes a second language

4 Issues in the pedagogy of English in India

0.75 English as a global language

Teaching English in Post-Independent India



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V

Paper Code:30255030

Compulsory



English in India

Objective of the course: To acquire knowledge of history of English studies in India

To understand the changes and issues that arose in India as a result of introduction of English in India

REFERENCE BOOKS: The Story of English in India by N. Krishnaswamy and L. Krishnaswamy, Foundation Books Pvt. Ltd.


Unit Sub Unit

Content Credit

1 Teaching Literature at School level

0.75 Importance of Teaching Literature at School Level

Major Issues

English Language, Literature and Multil ingualism

2 Teaching English Language through Literature

0.75 Creative expressions

Proper pronunciations

Tone, Pitch and Intonation

3 Various Methods and Techniques

0.75 Use of ICT

Use of Music and Drama

ALM, Projects and Models

4 Teaching in Practice (From existing English school textbooks only)

0.75 Poetry

Short story/lesson

Drama



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V

Paper Code:30255041

Optional



Teaching Literature at School level

Objective of the course: To enable students to study the basic concepts, techniques and methods of Teaching of Literature at

School Level.

To teach application of Methods of teaching literature effectively

REFERENCE BOOKS: Teaching and Learning English Literature- Ell ie Chambers & Marshall Gregory-Sage Publication.

Teaching Literature: EFLU Handouts


Unit Sub Unit

Content Credit

1 Introduction to Indian Aesthetics 0.75

Rasa theory

2 Dhwani 0.75

Vakrokti

3 Auchitya 0.75

Riti & Alamkaras

4 Application

0.75 On a select poem

On a select short story

On a select one-act play



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V

Paper Code:30255042

Optional



Indian Schools of Literary Criticism


To enable students to study various schools of l iterary criticism in India.

To teach the application of Indian schools of l iterary criticism to texts.

REFERENCE BOOKS: The English Critical Tradition: VS Sethuraman (Vol 1, 2, 3)

History of Sanskrit Poetics: Prof Kane


Unit Sub Unit

Content Credit

1 Human Diversity & Identity formation Human Diversity: concept & types of diversity in India Cultural diversity & identity formation: religion, geographical Social diversity & identity formation: Gender, caste, class Impact of social media on human diversity & Identity formation

0.5

2 Inclusive Education Learning Disability: Concept & Types of Learning Disability – Language, Reading, Writing, Arithmetically Child with Dyslexia: Meaning, Causes of Dyslexia, Characteristics & Education of Dyslexia affected Children Attention Deficiency Disorder (ADD): Meaning, Causes, Characteristics & Education of Children affected by ADD. Modification of curriculum including assessment

0.5

3 Government Initiatives – Policy Perspecitves Constitution of India and Education: Constitutional Values, Rights and Duties of Indian Citizens (Fundamentals Rights & Duties of Indian Citizens) Right to Education Act-2009, Policy Framework for marginalized Children: Sarva Shiksha Abhiyan, RMSA, National Knowledge Commission Formation and Vision with reference to school PwD Act (1995), NPE of Students with Disabilities (1986), and NPE (2006) Special role of institutions for education of Children with Disabilities: RCI (2002), National Institutes of disabilities (Indian), National Trust (1999) and NGO’s

0.5

4 Issues in Emerging Indian Society Social Issues: Separation of Parents, Loss of Parents in Armed Conflict etc., Survivors of Child Abuse Health Concerns: Child Abuse: Issues and Problems and Awareness about Rights of the Child Equity Issues and Inclusion: Inclusion of the Differently Able Street Children and other marginalised groups in the context of India Counselling of Children & parents for various issues

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V


Compulsory



Learners & Indian Society

Objective of the course: To enable students to understand Human diversity in India

To enable students to identify learner’s learning disabilities

To enable students to design need based learning strategies for learners

To enable students to develop insight regarding emerging i ssues in Indian Society


REFERENCE BOOKS: Aggarwal, J. C. (2001). Principles ,Methods &Techniques of Teaching. New Delhi: Vikas Pub. House.

Aggarwal, J.C. (2000). Landmarks in the History of Modern Indian Education. New Delhi: Vikas Pub. House.

Ahuja, R. (2002). Society in India: Concepts, Theories &Changing Trends. Jaipur: Rawat Pub.

Aikara, J (2004). Education: Sociological Perspective. Jaipur: Rawat Pub.

Batra, P. (2004). Multi -Cultural Education. New Delhi: Mittal Publication.

Digumarti, B.R. (2004). The National Policy on Education: Towards an enlightened & Humane society. New

Delhi: Discovery Pub. House.

Mathur, S. S. (2000). A Sociological Approach to Indian Education. Agra : Vinod Pustak Mandir.

MHRD (1992) Programme of Action (Draft). New Delhi: Aravali Printers and Publishers.

Mookerji, R.K. (1999). Ancient Education System. New Delhi: Cosmo Pub.

Pandey, V. C. (2005). Emerging Challenges of Educational System. Delhi: Isha Books.

Saraswathi, T. S. (1999). Culture, Socialization and Human Development. New Delhi: Sage Publication

Sharma, Y.S. (2004). Foundations in Sociology of Education. New Delhi: Anishka Pub. Distributors.

B.A.,B.Ed.

Semester-V


Compulsory



Learners & Indian Society


Unit Sub Unit

Content Credit

1 Introduction to Learning Learning: Concept and Nature of learning Characteristics of Learning Learning as a process and learning as an outcome Factors affecting Learning: Learner, Teacher and Environment

0.5

2 Theories of Learning Conditioning theories of learning: Pavlov’s Classical Conditioning theory, Skinner’s Operant Conditioning theory Theory of Trial and Error (Thorndike), Hull’s reinforcement theory, Bruner's Theory of Discovery Learning Learning by insight (Gestalt) Gagne's hierarchy of learning

0.5

3 Intell igence Intell igence: Concept and Types Theories of Intell igence: Two-Factor, Group Factor, Multi -Factor, Guilford Measurement of Intell igence: Concept, Types of tests to measure IQ

0.5

4 Motivation Motivation: Meaning and Nature , Types of motivation Factors affecting motivation Role of motivation in learning Role of motivation in teaching-learning process Techniques to enhance motivation of learners

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V


Compulsory



Learner and Learning: Conception to Adolescent

Objective of the course: To enable students to understand learner & learning theories

To enable students to apply learning theories in their classroom

To enable students to understand intelligence

To enable students to apply intelligence test

REFERENCE BOOKS: Aggarwal, J.C. (2009). Essentials of Educational Psychology. New delhi: Vikas Publishing House Pvt Ltd.

Ahmad, M.S. (2012). Psychology of Learning & Human Development. New Delhi: Mittal publications.

Chauhan, S. S. (1978).Advanced Educational Psychology.New Delhi : Vikas Publishing House Pvt. Ltd.

Dash, B.N. (2015). Education & Human Development. New Delhi: Dominant Publishers & Distributors Pvt Ltd.

Kohlberg, L. (1981). Philosophy of Moral Development. New York : Harper and Row.

Mangal, S. K. (1987). Educational Psychology.New York : John Wiley and Sons.

Naz, S. (2015). Psychology of Learning & Development. New Delhi: A.P.H. Publishing Co.

Selvam, M. (2014). Educational Psychology of Learning & Human Development. New Delhi: A.P.H. Publishing Co.

Sivakumar, D. & Vanirani, S. (2014). Psychology of Learning & Human Development. Jaipur: Aavishkar Publ ishers.


Unit Sub Unit

Content Credit

1 Curriculum Transaction: Meaning and Strategies Curriculum Transaction: Meaning and role of teacher Strategies for Curriculum Transaction: Direct and Indirect-Concept & Importance Determinants of Curriculum Transaction: The teacher, student, school and community

0.5

2 Communication in the classroom Concept and importance Types - Intrapersonal, Interpersonal, Group, Public and Mass Communication Components/ Elements-context, sender/encoder, message, medium, receiver/decoder, feedback, noise Barriers to effective classroom communication Models-Linear, Interactive and Transactional Model

0.5

3 Innovative Approaches to Curriculum Transaction Critical Pedagogy Problem /Project Based Learning Reflective Learning Experiential Learning Inquiry Learning

0.5

4 New Pedagogies for integrating ICT in Curriculum Transaction for effective communication Blended learning, Flipped Learning – Meaning, importance and examples Khan Academy, ICT Forums: G Suit for education, Open Course Ware, MOOC – Concept and course development with examples Communication Tools: Social Networking and Blogging - Facebook, twitter WhatsApp – Benefits and Limitations Introduction to Web tools for teaching any two: Crossword creator – Hot potatoes, Concept Map Creator – MindMaple, Rubric Creator-RubiStar, Animated Presentation- Powtoon (Practical Based)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-V


Compulsory



Developing Communication for Effective Curriculum Transaction

Objective of the course: Develop an understanding of meaning and s trategies of curriculum transaction.

Apprise various aspects of classroom communication

Understand new approaches to curriculum transaction

Develop skills for using ICT integrated pedagogies for effective curriculum transaction


REFERENCE BOOKS: Kelly, A.V (1982). The Curriculum – Theory and Practices. London: Harper and Row Publishers.

Kshirsagar, O.M. (2012). Curriculum Development. Jaipur: Aadi Publications.

Malik, R.S. (2014). Curriculum Development. Delhi: Jain Media Graphics.

Swami, S. & Swami, S. (2013). Curriculum Technology & Learning. New Delhi: Black Prints.

National Curriculum Framework (2005), New Delhi: NCERT.

Butchvarov, P. (1970), The Concept of Knowledge, Evanston, Il l inois: North Western Univers ity Press.

Chomsky, N (1986). Knowledge of Language, New York : Prager.

Singh, Ram K. & Bharti, Amit K. (2016). Knowledge and Curriculum, R. Lal, Meerut, India

Sharma, Divya (2013), Curriculum Development: Principles, Construction and Evaluation, Agrawal

Publications, Agra, India

Talla, Mrunalini, (2012). Curriculum Development: Perspective, Principles and Issues, Pearson Education

India

https://support.google.com/a/answer/139019?hl=en

https://ocw.mit.edu/index.htm

https://www.khanacademy.org

https://moodle.org/

http://mooc.org/

https://en.wikipedia.org/wiki/Social_media

https://www.slideshare.net/profmmoore/how-to-make-a-crossword-puzzle-in-hot

http://www.mindmaple.com/Default.aspx

http://rubistar.4teachers.org/index.php

https://www.powtoon.com/edu-home/

B.A.,B.Ed.

Semester-V


Compulsory



Developing Communication for Effective Curriculum Transaction


Unit Sub Unit

Content Credit

1 Role of Language 1 Nature of Language 1.1 Language and Society – Language –gender, class and power 1.2 Multil ingual classrooms -Multicultural awareness and language teaching 1.3 Language and School – Difference between language as a school subject and as a means of learning and communication , Place of English in school curriculum

0.75

2 Role and Position of Languages - Constitutional Provisions and Policies of Language Education 2.1 Position of Languages in India; Article 343-351, 350A; Kothari Commission (1964-66); NPE- 1968, NPE-1986; POA 1992; National Curriculum Framework-2005. 2.2 Role of English language in the Indian context - English as a colonial language, English in Post-colonial times; English as a language of knowledge; Position of English as second language in India; English and Indian languages; English as a l ink language in global context; challenges of teaching and learning English.

0.75

3

Pedagogical basis Aims and objectives of teaching English at secondary and higher secondary levels. Principles (Palmers principles) and correlation (intra and inter: with all school subjects) Maxims of teaching

0.75

4

Microteaching Definition of microteaching, its origin Use of microteaching in teacher training Various microteaching skills, Characteristics of various microteaching skills and its planning Simulation teaching and its characteristics, Simulation lesson planning

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:40285010

Compulsory



Pedagogy of Teaching Language English-I


To enable the students to understand the role of language in society and classroom To enable students to understand role and position of language in India. To enable the students to understand the pedagogical aims and objectives of English teaching.

To enable student to understand microteaching and its application.

REFERENCE BOOKS: • Techniques of teaching English by Dr. Shaikh Mowla

• Teaching of English in India by Dr. K. Pandey & Dr. Amita

• Teaching & Learning English by Raja T Nasr

• Teaching of English by Dr. J. E. Vallabi

• Teaching of English by Kshanika Bose

• Techniques of Teaching English by A.L. Kohli

• Methodology of English Teaching by Malati .M Halbe


Unit Sub Unit

Content Credit

1

Place, Importance and Nature of Sanskrit Language. (A)Forms of Sanskrit Language (1)Classical form of Sanskrit Language.(2)Skil l form of Sanskrit Language. (B)Place and Importance of Sanskrit Language. (1)Socio-Cultural importance of Sanskrit Language. (2)Literary Value of Sanskrit Language. (C)Dissemination and propagation of Sanskrit Language. (1)Place of Sanskrit Language teaching at School Level in reference to school curriculum.(U.P.L,S.L,H.S.L) (2)Measures to disseminate and propagate Sanskrit language.

0.75

2 Sanskrit Grammar Teaching

0.75

3

(1) (2)

(1)ममदनचया (2)मम ास (3) लभी याथानम् (4)आचाय: चरक: 0.75

4

Sanskrit Language: Microteaching

Microteaching: Definitions, Steps, Importance and Limitations Skil ls of Microteaching: Set induction, Questioning, explanation, chalk board work Planning of lesson of microteaching Bridge lesson planning

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:40295011

Compulsory



Pedagogy of Sanskrit Teaching language -2

Objective of the course: • To development an understanding of the nature of Sanskrit language.

• To understand the place and importance of Sanskrit language.

• To understand about planning and methods of teaching Sanskrit.

REFERENCE BOOKS: 58[, DMTLEF.4 NJ[ HI[gN= VG[ EMUFITFo U]HZFTL VwIF5GG] \ 5lZRL,G4 ALPV[;PXFC 5|SFXG4 VDNFJFNP

ZFJ, G8]EF. ALP VG[ VgIo U]HZFTLG]\ VlEGJ VwIF5G4 lGZJ 5|SFXG4 VDNFJFNP

jIF; IMU[gN=o EFQFF ;HHTF VG[ ,[BG SF{X<I4 I]lGJl;"8L U| \Y lGDF"6 AM0"4 VDNFJFNP


Unit Sub Unit

Content Credit

1 U]HZFTL DFT'EFQFF o V[S 5lZRI

lJGIG V[S lJnFXFBF TZLS[

EFQFF VG[ DFT'EFQFFo VY" VG[ :J~5

DFT'EFQFF lX1F6G]\ DCtJ

DFT'EFQFF lX1F6GL 5|JT"DFG l:YlT v p5FIM

0.5

2 jIFSZ6 v !

:JZ VG[ jI\HG4 ;\7F4 ;J"DFG4 lJX[QF6

lJZFDlRCGM

JFSI VG[ T[GF 5|SFZM4 JFSI 5lZJT"G

JFSI lJ`,[QF64 ;\IMHSM VG[ T[GF 5|SFZM

0.5

3 jIFSZ6 v Z

lG5FT VG[ T[GF 5|SFZM

~l-5|IMUM VG[ T[GM JSFI 5|IMU VG[ SC[JTM

HM06L VG[ T[GF lGIDM4 ;\lW VG[ T[GF 5|SFZM

;DFG4 V,\SFZ VG[ K\N

0.5

4 ;}1D VwIF5G

;}1D VwIF5G v ;\S<5GF4 DCtJ VG[ ;M5FGM

SF{X<IM o lJQFIFlED]B4 5|̀ G5|JFlCTM4 RFSO,S4 :5Q8LSZ64 pNFCZ64 p¿[HGF 5lZJT"G

;}1D VwIF5GG]\ 5F9 VFIMHG

A|LH ,[XG VG[ l;dI],[XG

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.Sc.,B.Ed.

Semester-V


Compulsory



Pedagogy of teaching language Gujarati

Objective of the course: 5|lX1F6FYL"

DFT'EFQFFGL ;\S<5GF VG[ DCtJG[ HF6[

DFT'EFQFFGM ÒJG jIJCFZDF\ p5IMU SZ[

jIFSZ6GL lJlJW ;\S<5GFVM HF6[ VG[ jIFSZ6DF\ p5IMU SZ[

DFT'EFQFFGF ;FlCtISFZM VG[ ;FlCtI :J~5 lJX[ HF6[

DFT'EFQFFGF lJlJW SF{X<IM VFtD;FT SZ[ VG[ JU"B\0DF\ T[GM V;ZSFZS p5IMU SZ[P

EFQFFGF lJlJW VFIFDMGM p5IMU SZL VwI[TFG[ T[ DF8[ ;HH SZ[


ZFJ, G8]EF. ALP VG[ VgIo U]HZFTLG]\ VlEGJ VwIF5G4 lGZJ 5|SFXG4 VDNFJFNP


VFS|]JF,F ;LP S[P VG[ S<IF6o U]HZFTLG]\ VlEGJ VwIF5G4 EFZT 5|SFXG4 VDNFJFNP

ZFJ, G8]EF. ALP o U]HZFTL lJQFIJ:T]4 GLZJ 5|SFXG4 VDNFJFNP

9FSZ EZTS]DFZ o ;Z/ U]HZFTL jIFSZ64 VFNX" 5|SFXG4 VDNFJFNP


Unit Sub Unit

Content Credit

1 Language and Language Teaching Hindi as language Characteristics of Hindi Language Hindi as a National language

0.5

2 Language Learning and Acquisition Process of Acquiring Language (Natural Process) Language Learning (Enabled Process) Difference between learning and acquiring the language

0.5

3 Basic skills of language (LSRW) Aural/Oral skills: Listening and Speaking Reading and Writing Skil ls Nomenclature of skil ls: Receptive and Productive skil ls and Active and Passive Skil ls

0.5

4 Stages of Linguistic Development Phonic and Morphic Syntactic Semantic

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-V


Compulsory



Pedagogy of teaching language Hindi I


To enable student teacher to: Understand Hindi as language, its characteristics and hindi as a national language. Understand language learning and acquisition. Know Basic skil ls of language. Understand stages of l inguistic development.

REFERENCE BOOKS: Ahori, N. Teaching of Hindi: A. P.H Publishing House , New Delhi Arya, S. Teaching of Hindi: Rajat Publications, New Delhi


Unit Sub Unit

Content Credit

1 Nature and Scope of social sciences Meaning and Nature of social sciences Scope of social sciences, need for strengthening teaching of social sciences Importance and significance of social sciences, Relationship of social science with other school subjects Social Science and Social Studies

0.5

2 Aims and Objectives of Teaching social sciences Aims and objectives Bloom’s taxonomy of educational objectives General and specific objectives of teaching social sciences Formulation objectives in Behavioural terms Relating content to child’s everyday life

0.5

3 Approaches and methods of teaching science Teacher-centered approach, Child-centered approach Various methods- Lecture method, Discussion method, field trip, dramatization, Project method, storytell ing method, Discovery Study, problem solving, exploratory, map based learning Modern methods:- CAI, CAL, Programmed Instruction Weaving e-learning into classroom

0.5

4 Development of Teaching Skil ls through Micro lesson and Simulation lesson Meaning, Definition and stages of Micro Teaching Advantages of Micro teaching Identification of teaching skil ls Lesson Planning of Simulation lesson - Stages and detailed planning

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-V


Compulsory



Pedagogy of Teaching Social Science I

Objective of the course: To enable student-teacher to: •Gain an understanding of nature, scope of social science and its importance. •Aims and objectives of teaching social sciences •Develop an understanding of different approaches to teaching social sciences •Examine the different ways in which learning situations can be created to learn concepts in Social Sciences. •Examine different pedagogical issues in learning Social Sciences.

REFERENCE BOOKS: Aggarwal, J. C. : Teaching of Social Studies, New Delhi, Vikas Publishing, House Pvt. Ltd.

Kochhar, S.K. : The Teaching of Social studies, New Delhi, Sterling Publishers Pvt. Ltd.

Dash B. N., Methods of Teaching Social Science, Hydrabad, Neelkamal Publication.

Dr. Singh Y. K. Teaching of Social studies, New Delhi, APH publication corporation

Taneja, V.R. Fundamentals of Teaching Social Science, New Delhi, Mahendra Capital Pub., Gujarati. Mangal, S. K. : Teaching of Social Studies, New Delhi, Vikas Publishing, House Pvt. Ltd.


Unit Sub Unit

Content Credit

1 Practicum: The prospective teacher will have workshop for understanding certain behavioural skil ls required for becoming effective teacher. i .e. Skil l of - Set Induction - Questioning - Explanation - Il lustrating with examples - Demonstration - Chalk-board skills - Reinforcement - Stimulus Variation, etc. General workshop will be of 10 days

4



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 4 5 5 5 15 30 0 70 70 70

B.A. B.Ed.

Semester-V


Compulsory



Pre Practice Teaching II

Objective of the course: To enable prospective teachers to understand developing skills required for becoming teacher.

To provide opportunities for the development of skills required.

To enable prospective teacher to practice teaching in peer group.

REFERENCE BOOKS: Teaching Science for Understanding and Application by: J.K.Sood., Vinod Pustak Mandir, Agra -2.

Teaching of Science by: S.R.Joshi A.P.H. Publishing house, New Delhi

Science and Technology Education for all by: . Bhaskara Rao Methods and techniques of teaching by : Singamaneni Nageswara Rao, Sonali Publication , New Delhi


Unit Sub Unit

Content Credit

1 Realizing Self and Self Identity Concept of self and self-identity Components of Self – Attitude, Beliefs, values Types of Self- Material Self, Social Self and Spiritual Self Questionnaire on transactional analysis or any other tool to identify self and writing of self-reflective journal ( Practical Based only)

0.5

2 Teacher as a Practitioner for developing self Creating awareness about self-esteem and self-image – Concept and importance. Skil ls for enhancing self – self-reflection, communication and self-expression, l istening, acceptance of self, emotional resil ience, mindfulness, yoga Tips for improving self esteem Teacher as a Reflective Practitioner - Self-evaluation of one’s /peers lessons, review of one’s videotaped lessons , Measuring Self-esteem of Learner - Practical Based)

0.5

3 Socialization and self Agencies that shape the self: Family and School Social Interaction and Group Influence- Concept and role of Social Bonds, Group Formation, Cooperation & Competition in developing self Stereotypes and Prejudices: Concept and role of Gender, Caste, Language and Religion in developing self Reflecting on one’s own childhood and growing up- personal narratives and case studies- Practical based)

0.5

4 Media and self – Issues and Debates Selfies: Narcissism or Self Exploration Celebrity culture and body image Media’s Externalization of Kids' Self-identity: Are media shaping your children's self-identities? Self-Esteem Deficits and Suicidal Tendencies among Adolescents

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-V


Compulsory



Understanding the Self

Objective of the course: The course will enable student teacher to:

develop cri tical understanding of Concept of self and self-identity

acquaint them with the role of teacher as a Practioner of self

analyze the role of socialization in development of self.

Cri tica lly discuss and analyses the issues and debates on the role of media in self -identity.


B.A. B.Ed.

Semester-V


Compulsory



Understanding the Self

REFERENCE BOOKS: Bhattacharjee, D.K (ed). (2010). Psychology and Education – Indian Perspectives, NCERT, New Delhi Mukunda, K.V. (2009). What did you ask at school today? A handbook of child learning, arper Collins Venkateshamurthy, C. G., and Rao, A.V.G (2005). Life Skil ls Education Training Package. R.I.E., Mysor e Social Influence and Group Processes, http://ncert.nic.in/ncerts/l/lepy107.pdf (For unit 3) Selfies: Narcissism or Self-Exploration? (For unit 4) https://www.psychologytoday.com/blog/positively-media/201304/selfies-narcissism-or-self-exploration https://www.recruiter.com/i/social -media-and-self-discovery/ (For unit 4) http://www.dove.com/in/dove-self-esteem-project/help-for-parents/media-and-celebrities.html (For unit 4) Self-Esteem Deficits And Suicidal Tendencies Among Adolescents, https://Doi.Org/10.1097/00004583-

199507000-00016 Arnett, J. J. (2010). Adolescence and emerging adulthood: A cultural approach (4th edition).Upper Saddle

River, NJ: Pearson-Prentice Hall. Snyder, C.R. (2011). Positive Psychology: The Scientific and Practical Expl orations of Human Strengths. Sage

Publishers. Kubalker, R. (2015). Know your Stress -Manage Your Stress, Neel Kamal Publishers. Duval, T. S., & Silvia, P. J. (2001). Self-awareness and causal attribution: A dual systems theory. Boston:

Kluwer Academic. Duval, T. S., & Silvia, P. J. (2002). Self-awareness, probability of improvement, and the self-serving bias. Journal of Personality and Social Psychology, 82, 49-61. Bhattacharya, Srinibas (2000). Sociological Foundations of Education. New Delhi: Atlantic Publ ishers and

Distributors. Brown, Francis J. (1954).Educational Sociology, New York: Prentice Hall of India. Bhatt, H. The diary of a school teacher. An Azim Premji University Publication. Retrieved from

www.arvindguptatoys.com/arvindgupta/diary-school-teachereng. Pdf Aronson, E., Wilson, T. D., & Akert, R. M. (2010). Social Psychology (7th ed.) Upper Saddle River, NJ: Prentice-

Hall Eisend, M., & Jana Möller. (2007). The influence of TV viewing on consumers' body images and related

consumption behavior. Marketing Letters, 18(1-2), 101-116. doi:10.1007/s11002-006-9004-8 Liberman, M. (2008). Texting efficiency [photograph cartoon]. University of Pennsylvania. Retrieved from

http://languagelog.ldc.upenn.edu /nll/?p=335 Singh, C. (2010). New Media and Cultural Identity. China Media Research, 6(1), 86-90. Smith-Speck, S., & Roy, A. (2008). The interrelationships between television viewing, values and perceived

well-being: A global perspective. Journal of International Business Studies, 39(7), 1197 -1219. doi:10.1057/palgrave.jibs.8400359


Unit Sub Unit

Content Credit

1

The 20th Century: Between the Wars T. S. Eliot James Joyce Virginia Woolf

The 1930s

0.75

2

The 20th Century: The Second World War Wartime and Post-War Britain Drama Novels

Poetry

0.75

3 The 20th Century: End of the Millennium 0.75 4 The Twenty-First Century 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:30256010

Compulsory



History of English Literature – IV

(The 20th Century: Between the wars to the end of the Millennium)









Unit Sub Unit

Content Credit

1

Poetry: a. T. S. Eliot – ‘The Love Song of J. Alfred Prufrock’, ‘The Hollow Men’. b. Dylan Thomas – ‘Do not go Gentle into that Good Night’, ‘And Death Shall Have

No Dominion’. c. W. H. Auden – ‘As I Walked Out One Evening’, ‘Funeral Blues’. d. Ted Hughes – ‘Hawk Roosting’, ‘The Jaguar’.

0.75

2 To the Lighthouse by Virginia Woolf 0.75

3 Waiting for Godot by Samuel Beckett 0.75

4 Lord of the Flies by Will iam Golding 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:30256020

Compulsory



Major Literary Texts (The 20th Century: Between the wars to the end of the Millenium)


To learn the major trends of the period through the major texts of prominent writers of the period.

REFERENCE BOOKS: Select Poems by T. S. Eliot, Dylan Thomas, W. H. Auden, Ted Hughes

To the Lighthouse by Virginia Woolf

Waiting for Godot by Samuel Beckett

Lord of the Flies by Will iam Golding


Unit Sub Unit

Content Credit

1 Biography & Autobiography 0.75

2 Definition, Characteristics and types 0.75

3 History of Biography & Autobiography 0.75

4

Text (Excerpts):

a. I know why the Caged Bird Sings by Maya Angelou b. Story of My Life by Helen Keller

c. The Story of My Experiments with Truth by M. K. Gandhi d. The Life of Pope by Samuel Johnson

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:30256030

Compulsory



Study of Literary Forms: Biography and Autobiography


To introduce Biography and Autobiography as Literary forms

REFERENCE BOOKS: I know why the Caged Bird Sings by Maya Angelou

Story of My Life by Helen Keller

The Story of My Experiments with Truth by M. K. Gandhi

The Life of Pope by Samuel Johnson


Unit Sub Unit

Content Credit

1

Introduction to Translation Studies Nature of Translation

Kinds of Translation Qualities of a Translator

0.75

2

Historical Contexts of Translation:

(With the Help of Texts by Harish Trivedi)

Indian Context Western Context Function of Translation

0.75

3

Issues in Translation Source and Target Language Culture

Origin v/s Translation: Translatability Authenticity v/s Creativity

0.75

4

Translating and Assessing a Translated Text:

(With the help of select texts from Gujarati/Hindi into English an vice versa)

Poem Stories

On-act Play

0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:30256041

Optional



Translation Studies

Objective of the course: To enable students to study nature and scope of translation studies as a complementary discipline to l iterary

studies.

To enable students to study practical aspects of translation.

REFERENCE BOOKS: A Companion to Translation Studies: Topics in Translation ed. by Piotr Kuhiwczak,

Becoming a Translator by Douglas Robinson

Translation: An Advanced Resource Book

Translation as Discovery by S. Mukherjee

Translation as Recovery by S. Mukherjee


Unit Sub Unit

Content Credit

1 Importance of English Translation of Indian Literatures 0.75

Problems and Issues related to Translation of Indian Literatures into English

2 Samskara by U. R. Anantha Murthy 0.75

3 Hayavadana by Girish Karnad 0.75 4 Short Stories in English Translation by Ismat Chughtai 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l 3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VI

Paper Code:30256042

Optional



Indian Literature in English Translation


To establish the concept of Indian Literature

To study the aims, present status, major issues in Indian Literature in Translation

REFERENCE BOOKS: Towards a Literary History of India by Sujit Mukherjee

Comparative Literature: A Critical Introduction by Susan Bassnett

Translation as Discovery by Sujit Mukherjee

Translation as Recovery by Sujit Mukerjee

Samskara by U. R. Anantha Murthy

Hayavadana by Girish Karnad

Select short stories by Ismat Chughtai


Unit Sub Unit

Content Credit

1 Teaching as a Profession Profession: Concept & Characteristics and Ethics Professional Competencies for Classroom Management: Prevention, Intervention & Remediation: a. Prevention: (Establishing & Maintaining Effective Learning Environment) b. Intervention: (Rules and Consequences of Stopping Misbehaviour, the Need to Stop & Train) c. Remediation:(Developing Student Responsibility & Self-Control, Remediating chronic Behavioural Problems, Gordon Model of Self-discipline) Challenges in teaching profession: Autonomy and Accountability, Security, etc.

0.5

2 Recommendations for Quality & Role of Teacher Kothari Commission (1964-66) National Policy of Education (1986) Plan of Action (1992) NCF (2009 & 2015)

0.5

3 Teacher as Human Resource / Role of Teacher Roles of Teacher in the classroom: Instructure, Knowledge Provider, Manager, Facil itator, Philosopher, Guide Teacher as Administrator Teacher as Leader & Initiator Challenges faced by teacher while performing various roles

0.5

4 21st Century Teacher Teacher as Entrepreneur Teacher as Counsellor and Researcher Role of Teacher in Distance Learning Teacher as agent for social change in the society (multi-culture, multi-l ingual)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Teacher & Indian Society

Objective of the course: To enable students to understand teaching as profession

To enable students to develop teacher’s professional competencies

To enable students to appreciate government’s initiatives in field of education

To enable students to develop insight regarding emerging role of teacher in 21st century

REFERENCE BOOKS: Aggarwal, J.C. (2000).Landmarks in the History of Modern Indian Education .New Delhi: Vikas Pub.House Aggarwal, J.C. (2004). Teacher & Education in Emerging Indian Society, New Delhi: Vikas Pub.House Antony, A. (2016). Teacher & Education in Indian Society. Chennai: Notion Press. Dash, B.N. (2004). Teacher &Education in Emerging Indian society. Hyderabad: Neelkamal Pub. House Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi. Govt. of India (1992). Programme of Action (NPE). Min of HRD. Kochhar, S.K. (2005). Pivotal Issues in Indian Education. New Delhi: Sterling Publishers Pvt. Ltd. NCERT (2005). National Curriculum Framework, New Delhi Sahoo, P.K., Yadav, D. & Das. B.C. (2010). Professionalism in Teacher Educati on: Contemporary Perspectives.

New Delhi: Concept Publishing Company Pvt. Ltd. Singh, Y.K. (2008). Education in Emerging Indian Society. New Delhi: APH Publishing Co


Unit Sub Unit

Content Credit

1 School as Organization School: Definition, Meaning and Nature School as Micro form of Society Function of School: Cognitive, Socio-Cultural, Economical and Ideological. School Culture: Issue and its remedies

0.5

2 Types of Schools Government School (Concept, Structure and Working Pattern) Government Aided School (Concept, Structure and Working Pattern) Private or Unaided School (Concept, Structure and Working Pattern) Open School (Concept, Structure and Working Pattern)

0.5

3 Community as Social Unit Community: Definition, Meaning and Concept School as Community Unit (With reference to School Environment) Role of Teacher, Parents and School Management as Community representer Duties of Community towards Education

0.5

4 School Education as an Instrument as Social Change Relationship between School and Community Respect for Individual to Nationalism Quality, Equity and Universalization of School Education Roll of Education with reference to Indian Community

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



School and Community

Objective of the course: To develop an understanding of the trends, issues, and challenges facing by School and Community.

To develop an understanding of the inequality and disparities in equal opportunities in education with community context.

To enable the student various types of Schools and i ts working pattern.

To develop an understanding about Relationship between School and Community in various Aspect.

REFERENCE BOOKS: •Aggarwal, J. C.(n.d.). Teacher and Education in Developing Society (Fourth Ed.). Vikas Publishing House Pvt Ltd.,

New Delhi.

•Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society.NCERT New Delhi.

•Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban

•Government of India MHRD (1986) (Revised 1992) National Policy of Education. New Delhi.

•Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education Bombay : All ied Publishers.

•National policy on Education, 1986.Rai , B. C. (1978). Teaching of Mathematics, Lucknow; Prakashan Kendra.


Unit Sub Unit

Content Credit

1 Historical Perspective of Education in Pre Independent India Education in Ancient India: Vedic, Buddhist, Islamic System of Education with special reference to their aims, curricula, methods of teaching practices and agencies of education. Education in Medieval India (1835-1947) Policy of East India Company towards Indian Education a) Missionaries contribution to education b) Macaulay Contribution. Magna Charta of Indian Education-1854 (Woods Despatch), Hunter Commission (1882), Sadler Commission (1917-19), Hartog Committee (1929), Sergeant Report-1944- Impact of education on Political, Social, Economic and Culture The indigenous system of education during the 19th century National Educational Movement, Introduction of Compulsory Primary Education- Gokhale’s Attempt, Basic Education - M. K. Gandhi.

0.5

2 Historical Perspective of Education in Post Independent India The secondary education commission 1952-53 (Mudaliar), Education commission 1964-66 (Kothari) University Education Commission 1948 (Radhakrishnan Commission), National Policy of education 1968,1986, POA (1992) Review committee on the curriculum-1977 (Ishwarbhai Patel Committee. Ramamurti review committee-. Report of Yashpal committee 1992 NCFSE (2000), NCF (2005), NCFTE (2009), RTE (2009)

0.5

3 Indian Classics on Education and recent trends in education in India Divaswapna by Gijubhai Badheka-Philosphy of an Indian Teacher Preparation for Understanding by Keith Warren The Open Classroom by K. Margaret, How to Use the Blackboard by David Horsburgh and The Blackboard Book by Eleanor Watts Life Skil l Education Concept, Need and Importance Cooperative Learning and Collaborative Learning concept, Need and Importance

0.5

4 Indian Perspective of Education through Case Study and Films Case Study of various Indian Educational Institution-Takshashila and Nalanda, Banaras Hindu University Critical review of fi lms like Udaan, 3 idiots, pathshala, chalk and Duster,Tare Zameen Par (Any three and new fi lms can be added) Issues related to present day education

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Indian Perspectives of Education

Objective of the course: To enable the students to understand the historical development of education system in India.

To enable the students to understand the meaning and importance of Co -operative and Collaborative Learning.

To enable the students to analyze the Hindi movie and understand the concept of Indian perspective of education and discuss the issues related to education

To enable the students to appreciate the role of ancient Indian Universities

REFERENCE BOOKS: Aggarwal, J.C. (1993) Landmarks in the history of modern Indian Education Aggarwal, J.C. (2005) Recent developments and trends in education. New Delhi : Shipra Publication Barkley, E. F. (2004), Collaborative Learning Techniques: A Handbook for College Faculty, John Wiley and Sons Slavin, R. (1983), Cooperative Learning Theory, Research and Practice, Pearson Publisher www.arvindguptatoys.com


Unit Sub Unit

Content Credit

1 Assessment & Evaluation Meaning of assessment, evaluation and measurement Tools and techniques of assessment 1.2.1 Techniques: Observation, self-assessment, peer-assessment and Interview 1.2.2 Tools: Checklist, Anecdotal Records and Diary 1.2.3 Tests: Meaning, Types- Achievement and Diagnostic; Norm-Referenced Tests and Criterion-Referenced test

0.5

2 Types of Evaluation Alternative Assessment/Authentic assessment 2.1.1 Performance assessment- Meaning, types and process 2.1.2 Portfolio - Meaning, types and development 2.1.3 Rubrics - Meaning, types and development 2.1.4 Functional Assessment Formative, Summative, Continuous and comprehensive evaluation Scoring and Recording test results - order of scoring, Rescoring and keep records Grading: Meaning, Methods (Absolute and Comparative or Relative Grading) and Merits and Demerits

0.5

3 Elementary Statistics Nature of Data: Grouped and ungrouped, Frequency distribution Measure of central tendency: Mean, Median and Mode Measure of dispersion: Average Deviation, Variation, Standard Deviation, Quartile deviation. Concept of correlation: Rank order correlation, Percentage and Percentile Normal Probability Curve: Characteristics and Applications

0.5

4 Current Trends in Evaluation Examination Reforms- Critical Review (i) Scrapping of CCE by CBSE (i i)Choice Based Credit System (ii i) Introduction of Uniform system of Assessment (iv) Standardized testing- ASSET and Olympiad Recent Advances in Examination 4.2.1 On-Demand And Open-Book Examination 4.2.2 On-Line Examination and Evaluation (Need, Merits and Demerits)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Principals and Theories of Assessment and Evaluation

Objective of the course: To Enable students to understand concept of assessment and evaluation

To enable students to understand tools and techniques of assessment and evaluation.

To enable students understand various types of evaluation.

To enable students to understand scoring, recordkeeping and grading system.

To enable students to understand about elementary s tatistics in evaluation. To enable students to understand application of normal probability curve in data representation.

REFERENCE BOOKS: Linn, Robert and Norman E Gronland (2000); Measurement and Assessment in teaching, 8th edition, by Prentice

Hall, Inc, Pearson Education, Printed in USA Rao, Manjula (1998): Training material on continuous and comprehensive evaluation (monograph) Regional

Institute of Education (NCERT), Mysore Rao, Manjula (2004): Evaluation in schools – a training package (monograph), Regional Institute of Education

(NCERT), Mysore 4. Ved Prakash, et.al. (2000): Grading in schools, NCERT, Published at the publication Division by the secretary, NCERT, Sri Aurobindo Marg, New Delhi


Unit Sub Unit

Content Credit

1 Different approaches/theories to language learning & teaching 1.1 Behaviouristic approach, Cognitivist approach, Constructivist Approach 1.2 Natural Language Processing

0.5

2 Pedagogical approaches & techniques 2.1 Approaches: - Audio-Lingual approach, Aural -oral approach, Structural approach, Communicative (Notional -Functional) approach 2.2 Methods:- Classical method, Bil ingual Method, Direct method

0.5

3 Developing Language Skil ls: - Language skil ls - l istening, speaking, reading and writing. 3.1 Listening and Speaking — Sub skil ls of l istening: Tasks; Materials and resources for developing the listening and speaking skills: storytell ing, dialogues, situational conversations, role plays, simulations, speech, games and contexts, language laboratories, pictures, authentic materials and multi -media resources. 3.2 Reading— Sub skil ls of reading; Importance of understanding the development of reading skil ls; reading aloud and silent reading; extensive and intensive reading; Study skil ls including using thesauruses, dictionary, encyclopaedia etc 3.3 Writing— Stages of writing; Process of writing; Formal and Informal writing such as poetry, short story, letter, diary, notices, articles, reports, dialogue, speech, advertisement etc. Reference skil ls; Study skil ls; Higher order skil ls. 3.4 Internalization of Grammar and Vocabulary

0.5

4 Lesson planning and Unit planning 4.1 Lesson planning- Definition, Advantages of planning a lesson 4.1.1 Criterion of a good lesson plan 4.1.2 Steps of lesson planning 4.1.3 Tips for lesson preparation and presentation 4.2 Unit plan- Definition, Advantages of planning a unit 4.2.1 Characteristics of good unit plan 4.2.2 Steps of Unit Planning 4.2.3 Preparation of Unit plan and Presentation

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Pedagogy of Teaching language English II

Objective of the course: To enable the students to understand the different approaches and theories of language learning and teaching

To enable students to understand various pedagogical approaches and techniques of teaching English.

To enable the students to understand the various aspects of developing language

To enable student to understand lesson planning and unit planning.

REFERENCE BOOKS: • Techniques of teaching English by Dr. Shaikh Mowla • Teaching of English in India by Dr. K. Pandey & Dr. Amita • Teaching & Learning English by Raja T Nasr • Teaching of English by Dr. J. E. Vallabi • Teaching of English by Kshanika Bose

• Techniques of Teaching English by A.L. Kohli • Methodology of English Teaching by Malati .M Halbe


Unit Sub Unit

Content Credit

1 Professional competence of Sanskrit Teacher, Co-curricular activities and Review of relevant Text-Book (A)Quality in Sanskrit Language Teaching (in reference to audio-visual aids and ICT and Classroom activities) and Competence of Sanskrit Teacher. Reflection on Teaching: Before-class, During-class and after-class. Sanskrit Teacher: desired virtues and Professional Competence. (B)Co-curricular activities to develop Sanskrit language. Co-curricular activities. Planning and Management. (C)Review of Related Text Book of Sanskrit. Characteristics of an ideal Textbook. Review of Text book of Secondary and Higher secondary Level.

0.5

2 Classroom Problems and remedies. (A)Oral work (1)Problems. (2)Remedies. (B)Memorization. (1)Problems. (2)Remedies. (C)Spellings (1)Problems. (2)Remedies.

0.5

3 Sanskrit Grammar Teaching 0.5 4 A critical study of text book of Sanskrit prescribed for std. 8,9, and 10

- Characteristics of good Textbook. Concept , characteristics, merits and limitations of each method The Bhandarkar Method-The Psychological Method Meaning under standing method Samixa method-Comparative method-Vyas method Unit planning of prose lessons. Skil ls of Sanskrit Language : A.Oral work -Concept ,nature and importance. B.Recitation-Importance C.True Pronunciation-Causes of defective pronunciation and remedial measures. D.Writing Skil ls-Characteristics of good hand writing -The causes of bad hand writing and its remedial measures. EUse of Audio- Visual aids in Sanskrit teaching.

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Pedagogy of Teaching Language Sanskrit II

Objective of the course: The Student -teachers….

To be able to develop activities and task for teaching Sanskrit.

To be able to practice the language teaching skills.

To appreciate the use of audio-visual aids and ICT.

To be able to review relevant text book of Sanskrit. To be able to professional competence to be a Sanskrit teacher

REFERENCE BOOKS: Menon & Patel, “The Teaching of English as a Foreign Language”, Acharya Book Depot, Baroda. Bandari C.S., “A Hand-book for Teachers of English”, Orient Longman French F. G., “Teaching of English Abroad-Part-1, 2 and 3”, OUP, Delhi. Hornby, A. B., (1962), “The Teaching of Structural Words and Sentence Patterns, Stages 1, 2, 3 and 4. OUP,

Delhi


Unit Sub Unit

Content Credit

1 DFT'EFQFFG]\ lX1F6

DFT'EFQFFGF lX1F6GF C[T]VMG]\ JUL"SZ6 VG[ DCtJ

DFT'EFQFF lX1F6o ;FDFgI VG[ lJlXQ8 C[T]VM

D}<I 30TZDF\ EFQFFG]\ IMUNFG

EFQFF lX1FSGL ;HHTFo X{1Fl6S4 jIJ;FlIS VG[ jIlSTtJ

0.5

2 DFT'EFQFFGF SF{X<IM

DFT'EFQFFGF S{X<IM o zJ6 SF{X<I4 ; \S<5GF4 DCtJ VG[ T[GF lJSF; DF8[GL 5|J'l¿VM

JFRG SF{X<I o ;\S<5GF4 DCtJ4 5|SFZM4 D]BJFRG VG[ D}SJFRGGF lJSF; DF8[GL 5|J'l¿VM

SYG SF{X<I o ;\S<5GF4 DCtJ VG[ lJSF; DF8[GL 5|J'l¿VM

,[BG SF{X<Io ;\S<5GF4 C[T]VM4 DCtJ ,[BG SF{X<IGF VFWFZ:T\EM T[DH ,[BG SF{X<IGF lJSF; DF8[GL 5|J'l¿VM

0.5

3 DFT'EFQFF VwIF5GG]\ VFIMHG

DFT'EFQFF VwIF5GG]\ VFIMHGo VY" VG[ DCtJ

Un lX1F6o Un VG[ 5n Jrr[GM TOFJT4 Un lX1F6GF C[T]VM4 Un lX1F6GF ;M5FGM VG[ Un 5F9MG] \ VFIMHG4 Un

lX1F6GL ;D:IFVM VG[ V;ZSFZS Un lX1F6 DF8[GF ;}RGMP

SFjI lX1F6 o VY"4 SFjI lX1F6GF C[T]VM4 SFjI lX1F6GL ;D:IFVM4 SFjI lX1F6GL ;HHTF VG[ GD}GFGM 5F9

jIFSZ6 lX1F6o jIFSZ6 lX1F6 V\U[GF DTDTF\TZM VG[ jIFSZ6 lX1F6GL p5[1FFGF SFZ6M VG[ p5FIM T[DH jIFSZ6

lX1F6GL VwIF5G 5âlTVM VG[ GD}GFGM 5F9

0.5

4 X{1Fl6S ;FWGM4 D}<IF\SG VG[ EFQFF lX1FSGL ;HHTF

DFT'EFQFF lX1F6 VG[ X{1Fl6S ;FWGMo DCtJ4 JUL"SZ64 X{1Fl6S ;FWGMGF p5IMUG] \ VF{lRtI

D}<IF\SGo VY"4 5|SFZM VG[ a<I} l5|g8GL ;DH

DFT'EFQFF lX1F6GL VwIF5G 5âlTVMo VY"4 DCtJ4 5âlTVMGF 5|SFZ v jIFbIFG4 5|̀ GMTZ4 H}YRRF" v VY"4

lJX[QFTFVM VG[ DIF"NFVM T[DH U]HZFTL DFT'EFQFFGF VwIF5GDF \ T[GM lJlGIMU

GF8ILSZ64 :JFwIFI4 lGZLl1FT :JFwIFI4 5|IMU 5âlT v VY" lJX[QFTFVM VG[ DIF"NFVM T[DH U]HZFTL DFT'EFQFFGF

VwIF5GDF\ T[GM lJlGIMU

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Pedagogy of Teaching language Gujarati II

Objective of the course: 5|lX1F6FYL"VM

DFT'EFQFFGF lX1F6GF C[T]VM lJX[ HF6MP

DFT'EFQFFGF lJlJW SF{X<IM VFtD;FT SZM VG[ JU"B \0DF\ T[GM V;ZSZS p5IMU SZMP

EFQFF lX1F6GF 5F9 VFIMHG lJX[ HF6[P

EFQFF lX1FS TZLS[GL jIJ;FlIS ;HHTF S[/J[P

EFQFFGF lJlJW VFIFDMGM p5IMU SZL VwI[TFG[ T[ DF8[ ;HH SZ[P

REFERENCE BOOKS: 58[, DMTLEF.4 NJ[ HI[gN= VG[ EMUFITFo U]HZFTL VwIF5GG]\ 5lZRL,G4 ALPV[;PXFC 5|SFXG4 VDNFJFNP

ZFJ, G8]EF. ALP VG[ VgIo U]HZFTLG]\ VlEGJ VwIF5G4 GLZJ 5|SFXG4 VDNFJFNP


VFS|]JF,F ;LP S[P VG[ S<IF6o U]HZFTL VlEGJ VwIF5G4 EFZT 5|SFXG4 VDNFJFNP


9FSZ EZTS]DFZ o ;Z/ U]HZFTL jIFSZ64 VFNX" 5|SFXG4 VDNFJFN


Unit Sub Unit

Content Credit

1 Planning Procedure Bloom’s Taxonomy: Psycho-motor, Affective, Cognitive General Aims of Teaching Hindi General and Specific Objectives; Learning Outcomes

0.5

2 Planning Instruction for Teaching Hindi Importance and Significance of Planning Instructions in School Education Micro Teaching, Simulation Teaching-Detail planning Planning a Lesson

0.5

3 Teaching Learning Process and Assessment Techniques of teaching Hindi; simulation, Role-play, dramatisation, dril ling (group and pair work), debate. Designing and developing teaching learning material; Projective and non-projective devices Language specific assessment: (Testing LSRW) Test, Types of Test

0.5

4 Methods and Approaches of Teaching Hindi Audio-lingual Approach, Aural -Oral Approach Communicative (प्रत्यायन) Approach Direct Method (प्रत्यक्ष पद्धतत)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Pedagogy of Teaching language Hindi II

Objective of the course: To enable the students to understand Bloom’s taxonomy, a ims and objectives of teaching Hindi.

To enable the students to understand the importance and significance of planning, year planning.

To enable the students to know different techniques of teaching Hindi.

To enable the students to understand the methods and approaches of teaching Hindi.

REFERENCE BOOKS: Ahori, N. Teaching of Hindi: A. P.H Publishing House , New Delhi Arya, S. Teaching of Hindi: Rajat Publications, New Delhi


Unit Sub Unit

Content Credit

1 Pedagogic Planning in social sciences 1.1 Meaning of lesson planning 1.2 Need and importance of planning in social sciences 1.3 Development of lesson plan 1.4 Types of Planning

0.5

2 Learning resources and teaching aids in social sciences 2.1 Preparation of contextual learning aids; Audio Visual Materials - charts, models, maps, pictures, posters, e content 2.2 Use of l ibrary resources 2.3 Guiding Principles for the Effective use of Audio-Visual Aids 2.4 Teaching Aids employed in social sciences

0.5

3 Social Science Teacher 3.1 Educational Qualification of social science teachers 3.2 Professional Efficiency of Social Science Teachers 3.3 Training of social sciences teachers 3.4 Characteristics of social science teachers

0.5

4 Pedagogical issues in teaching Social Sciences Creating an interactive environment. opportunities for learning together for both learner and teacher encouraging participatory learning, util izing community resources, going beyond the textbook. bringing inclusiveness in learning, connecting child’s knowledge and local knowledge with the text book, primacy of the learner.

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Pedagogy of Teaching Social science II

Objective of the course: The s tudent-teacher will be able to:

Plan lessons based on different approaches to facilitate learning of Social Sciences.

Explore the use and relevance of different learning resources and materials in learning different units in Social Sciences

Develop learning materials on selected units to facilitate learning in Social Sciences.

Know characteristics of social science teacher.

Understand micro lesson and simulation lesson.

REFERENCE BOOKS: Aggarwal, J. C: Teaching of Social Studies, New Delhi, Vikas Publishing, House Pvt. Ltd. Kochhar, S.K.: The Teaching of Social studies, New Delhi, Sterling Publishers Pvt. Ltd. Dash B. N., Methods of Teaching Social Science, Hydrabad, Neelkamal Publication. Dr. Singh Y. K. Teaching of Social studies, New Delhi, APH publication corporation Taneja, V.R. Fundamentals of Teaching Social Science, New Delhi, Mahendra Capital Pub., Gujarati. Mangal, S. K. : Teaching of Social Studies, New Delhi, Vikas Publishing, House Pvt. Ltd.


Unit Sub Unit

Content Credit

1 Practicum: The prospective teacher will have workshop for understanding maxims of teaching and integrating them with different classroom techniques for becoming effective teacher, l ike: Discussion-narration Narration Narration with integrating teaching learning material Project Laboratory Demonstration Demonstration Exhibition Excursion, etc. General workshop will be of 10 days including guidance

4



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 4 5 5 5 15 30 0 70 70 70

B.A. B.Ed.

Semester-VI


Compulsory



Practice Teaching-I

Objective of the course: To enable prospective teachers to practise teaching in peer group as well as in school.

To provide opportunities for understanding maxims of teaching and integrating them with classroom techniques

REFERENCE BOOKS: Practice Teaching: A Reflective Approach, Jack C. Richards, Thomas S. C. Farrell, Cambridge University Press, 14-Mar-2011 - Foreign Language Study A Guide to Teaching Practice: 5th Edition, By Louis Cohen, Lawrence Manion, Keith Morrison, Dominic Wyse Passi, B. K. (1976)Becoming Better Teacher: Microteaching Approach, The M S university of Baroda, Vadodara

Rick Smith (2016)Conscious Classroom Management Second Edition Unlocking the Secrets of Great Teaching


Dr. M.R. Nimbalkar (2016) Educational Skills & Strategies of Teaching Les lie Grant , Jennifer Hindman , James Stronge (2017)Planning, Instruction, and Assessment: Effective Teaching Practices

Hardcover – Import





https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Dr.+M.R.+Nimbalkar&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Leslie+Grant&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_2?ie=UTF8&field-author=Jennifer+Hindman&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_3?ie=UTF8&field-author=James+Stronge&search-alias=stripbooks


Unit Sub

Unit

Content Credit

1 Nature and Function of Literary Criticism

0.75 Types of Literary Criticism

Critical and Literary Terms: Aestheticism, Allegory, Imagery, Symbols and Symbolism, Farce.

2 Ancient Greek Criticism

0.75 Aristotle – Theory of Imitation and Tragedy

Longinus – ‘On the Sublime’.

3 Renaissance Criticism

0.75 General Characteristics of Renaissance Criticism

Sir Philip Sidney – ‘An Apology for Poetry’.

4 Neo-Classic Criticism and its chief features 0.75

John Dryden – ‘Essay on Dramatic Poesy’.



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII

Paper Code:30257010

Compulsory



Introduction to Literary Criticism I (Western)


To introduce literary critical texts from ancient classical to the Neo-classical period

REFERENCE BOOKS: Wimsatt Jr, Will iam K and Cleanth Brooks. Literary Criticism: A Short History. New Delhi and Kolkata: Oxford

& IBH Publishing Co. Pvt. Ltd. 1957.


Unit Sub Unit

Content Credit

1 Essay as a l iterary form (ref. R. J. Rees)

0.75 Qualities of an Essayist

Types of Essay

2 ‘Of Studies’ by Francis Bacon

0.75 ‘On Saying Please’ by A. G. Gardiner

‘Swaraj’ by Mahatma Gandhi

3 Novel as a l iterary form (ref. R. J. Rees) 0.75 4 Robinson Crusoe by Daniel Defoe 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII

Paper Code:30257020

Compulsory



Study of Literary forms: Essay and Novel

Objective of the course: To introduce Essay and Novel as l iterary forms To enable students to study Essay and Novel as a l iterary form along with how to approach them as

student/teacher. them as student/teacher.

REFERENCE BOOKS: Robinson Crusoe by Daniel Defoe

Select Essays from Essays by Francis Bacon

Select Essays by A. G. Gardiner

Swaraj by M. K. Gandhi

Introduction to English Literature by R. J. Rees


Unit Sub Unit

Content Credit

1

Idea of Indian Writing in English: History of Indian Writing in English

(A Brief Survey with the help of M K Naik’s Text History of

Indian Writing in English).

0.75

2 Untouchable by Mulk Raj Anand. 0.75

3 Tara by Mahesh Dattani 0.75

4

Poetry by Modern Indian Poets: A. K. Ramanujan, Nissim Ezekiel, Kamala

Das, Keki N. Daruwala, Arun Kolatkar. 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII

Paper Code:30257030

Compulsory



Indian Writing in English

Objective of the course: To enable students to study the category of Indian Writing in English with its various dimensions.

REFERENCE BOOKS: History of Indian Writing in English by M. K. Naik

Untouchable by Mulk Raj Anand

Tara by Mahesh Dattani

Select poems by Modern Indian Poets


Unit Sub Unit

Content Credit

1 That Long Silence by Shashi Deshpande 0.75

2 Select poems by Kamala Das 0.75

Select poems by Maya Angelou

3 Selected Short Stories from The Inner Courtyard by Lakshmi Holmstrom 0.75

4 Play: Lights Out by Manjula Padmanabhan 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VII

Paper Code:30257041

Optional



Women’s Writing


To introduce works by women writers

To sensitize and make students aware of various women’s issues

REFERENCE BOOKS: Gender Trouble by Judith Butler

That Long Silence by Shashi Deshpande

Lights Out by Manjula Padmanabhan

The Inner Courtyard by Lakshmi Holmstrom

Select poems by Kamala Das

Select poems by Maya Angelou


Unit Sub Unit

Content Credit

1 History of English in India

0.75 Changing Policies

Language Planning in India

Indian Attitude towards English Language

2 Theories of Language Learning

0.75 Behaviourism

Cognitive

Theories of Second Language Acquisition

3 Dimensions of English Language Teaching

0.75 Organizational and Technological Dimension

Psychological and social Dimension

Pedagogical Dimension

4 Use of various Techniques, Methods and Approaches of English Language Teaching

0.75 Grammar Translation Method

Direct and Functional Method

Communicative Method



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII

Paper Code:30257042

Optional



English Language Teaching in Higher Education

Objective of the course: To understand the beginnings and theories of English language teaching in India

To get the knowledge of various dimensions of ELT

To learn various techniques, methods and approaches of ELT

REFERENCE BOOKS: Brown, H Douglas. 1987. Principles of Language Learning and Teaching . Second edition. Englewood Cliffs,

NJ: Prentice-Hall Inc.

Ellis, R. 1986. Understanding Second Language Acquisition . Oxford: Oxford University

Press. Verma, SK and Krishnaswamy, N. 1989. Modern Linguistics: An Introduction. New Delhi: Oxford University

Press. Stern, H H. 1983. Fundamental Concepts in English Language Teaching . Oxford: Oxford University Press.

Bower, GH and ER Hilgard. 1986. Theories of Learning. Fifth edition. EEE series. New

Delhi: Prentice-Hall of India.


Unit Sub Unit

Content Credit

1 Multicultural and Multil ingual Classroom Multicultural Classroom Concept and Need Multil ingual Classrooms concept and need Role of Teacher in Multicultural Classroom Role of Teacher in Multil ingual Classroom

0.5

2 Best Practices in Education across the globe Education system in South Korea Education system in Japan Education system in Singapore Education system in Hongkong Education system in Finland

0.5

3 Classics in Education Danger School by IDAC, How Children Fail by John Holt’s, and Letter to a Teacher by School of Barbiana A.S Neill 's Summerhill De-schooling Society by Ivan Il l ich Totoo Chan-The Little Girl at the window by T. Kuruyonagi The Open Classroom by K. Margaret Deliberation and Discussion by watching fi lms The Blackboards-Iranian Film, Skirt Day-Afghanistan fi lm To be and to have (2002) documentary from French

0.5

4 Current Trends in Education across the globe Internationalization of Education Concept, Need, Characteristics, Merits and Demerits De-Schooling Concept, Need, Characteristics, Merits and Demerits MOOC Concept, Need, Characteristics, Merits and Demerits CBCS Concept, Need, Characteristics, Merits and Demerits

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII


Compulsory



Global Perspectives of Education

Objective of the course: To enable the students to understand the concept of multicultural and multilingual classroom.

To enable the students to appreciate the best practices across the globe.

To enable the students to comprehend the classics in education in the form of books and films

To enable the students to be aware about the current trends in education across the globe

REFERENCE BOOKS: Reissman, R (1994), The Evolving Multicultural Classroom, Association for supervision and curriculum development Sharma, S. (2006), Multicultural Encounters, Pa lgrave MacMillan Coelho, E. (1996), Learning Together in Multicultural Classroom, Pippin Publishing Holt, J. (1960), How Chi ldren Fail Penguin Education Book Available on Web

www.schoolofeducators.com/wp.../2011/.../HOW-CHILDREN-FAIL-JOHN-HOLT.pd... Nei ll, A. S. (1995) Summerhill, St. Martins Griffins Ivan I llich (1971) De-Schooling Society. Weblink learning.media.mit.edu/courses/mas713/readings/DESCHOOLING.pdf Kuruyonagi, T. (2012) Totoo Chan-The Li ttle Girl at the window, Kodansha, America Margaret, K. () The Open Classroom Letter to a Teacher by School of Barbiana Weblink \http://www.swaraj.org/shikshantar/LTAT_Final.pdf Reeves, T. C. & Bonk, J. C. (2015), MOOCs and Open Education around the world Routledge Danger School by IDAC in gyanpedia.in/Portals/0/Toys%20from%20Trash/Resources/books/Danger_schoo.pdf Five Most Successful Education Systems-Borgen Project in https://borgenproject.org/5-successful-education-systems


Unit Sub Unit

Content Credit

1 Concept of comparative studies of curriculum Concept of Comparative Studies and Curriculum Studies Importance of Comparative studies in Curriculum Types of comparative studies in education

0.5

2 Comparative studies of curriculum of Japan, Singapore, Finland, China and India with reference to: National Curriculum Framework (Education Structure and minimum age for education level) Major Aims and Objectives of Education Any two Best Practices of Education System with reference to curriculum – STEMS / Languages etc

0.5

3 Lessons from across the Globe Lessons from world’s Best performing systems: •The quality of an education system cannot exceed the quality of its teachers •The only way to improve outcomes is to improve instruction •High performance requires that every child succeeds. •Every school needs a great leader Learning from ineffective reforms: •reducing the size of classes does not necessarily improve results. •Improving funding is a necessary but not sufficient reform. Analytical Review of Some Education systems of world •South Korea •Japan/Singapore/Hong Kong •Finland •Canada •India

0.5

4 Case Studies and issues in comparative curriculum studies Case Studies for Innovative Curriculum •Innovative Teacher Education Curriculum – Indian Institute of Teacher Education, Gandhinagar, India •Integrating technical and vocational education- No. 7 School, Ulaanbaatar, Mongolia Issues in comparative curriculum studies •Need of comparative studies in global era •Debate on Education system of east v/s west •Depiction of education system in movies (Any to movie reviews from international movies)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII


Compulsory



Comparative Studies of Curriculum

Objective of the course: The course will enable student teacher to:

develop cri tical understanding of Concept of comparative s tudies of curriculum.

acquaint them with the education system of Japan, Singapore, Finland, China and India.

analyze the lesson and learning from different education systems across the globe.

develop knowledge of select best practices across globe. Develop the knowledge of issues involved in education systems across the globe.


B.A.,B.Ed.

Semester-VII


Compulsory



Comparative Studies of Curriculum

REFERENCE BOOKS: Education Systems in ASEAN+6 Countries: A Comparative Analysis of Selected Educational Issues, Education Policy

Research Series Discussion Document No. 5, p. 22-45 (For Unit 2) https ://www.linkedin.com/pulse/education-systems-around-world-comparison-sashi-gundala (For Unit 3.3) International

Best Practice In Schooling Reform, Centre For Development And Enterprise, p. 16-26 (For Unit 3.1 & 3.2) http://dspace.africaportal.org/jspui/bitstream/123456789/30734/1/International_best_practice_in_schooling_reform.p

df?1 “Best Practices” in Technical and Vocational Education, - China, the People’s Democratic Republic of Korea and Mongolia,

UNESCO, p. 23 to 28 (For Unit 4.1) Botho Von Kopp, Do We Need Comparative Education In A Globalized World? German Institute for International

Educational Research, (For Unit 4. 2) An International Comparative Study of School Curriculums, National Institute for Educational Research Informing South African Policy, Edited Proceedings of a Workshop Held In Washington, DC, On 1 And 2 December 2008, M Carnoy, D Rhoten (2002). What Does Globalization Mean for Educational Change? Encyclopedia of Curriculum Studies, edited by Cra ig Kridel Weiner.M.,(1995). The child and the state in India: Child labor and education policies in comparative perspective. Oxford

University Press


Unit Sub Unit

Content Credit

1 Teaching of Literature:- Teaching of Poetry, fiction, epic, novel, comprehension, essays, stories, essays.

0.5

2 Development and Analysis of Syllabus and Textual Materials Understanding the relationship between curriculum, syllabus and textbook; Selection of materials and developing activities and tasks as per the differentiated needs of the learners (Connecting learning to the world outside; Moving away from rote-learning to constructivism) Teacher as a researcher and facil itator — keeping in view the inclusive classroom.

0.5

3 Teaching-Learning Materials and ICT skil ls in language teaching Print media; Other reading materials such as learner chosen texts, Magazines, News Papers, Class l ibraries etc., ICT - audio-visual materials, internet including CALL programmes; Radio, T.V., Fi lms; Planning activities such as discussion, debates, workshops, seminar etc.; Language labs, E- Resources, Social -Networking sites.

0.5

4 Assessment and Evaluation - Its Role and Importance 4.1. Progress and assessment of development of language; Continuous and comprehensive evaluation; Techniques of evaluation—oral, written, portfolio; Cloze test, Self-evaluation; Peer evaluation; Group evaluation, Importance of Evaluation 4.2. Typology of questions; activities and tasks (open ended questions, MCQ, true and false etc.) reflecting— Problem solving, creative and critical, thinking, Enhancing imagination and environmental awareness. 4.3. Feedback to students, parents and teachers;

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII


Compulsory



Pedagogy of Teaching Language English-III

Objective of the course: To enable the students to understand the different aspects of language, l iterature and aesthetics

To enable students to understand development and analysis of syllabus and textual materials

To enable the students to understand development of teaching learning material and use of ICT in English teaching -learning

To enable student to understand assessment and evaluation in English language

REFERENCE BOOKS: • Techniques of teaching English by Dr. Shaikh Mowla • Teaching of English in India by Dr. K. Pandey & Dr. Amita

• Teaching & Learning English by Raja T Nasr

• Teaching of English by Dr. J. E. Va l labi

• Teaching of English by Kshanika Bose

• Techniques of Teaching English by A.L. Kohli • Methodology of English Teaching by Malati .M Halbe


Unit Sub Unit

Content Credit

1 Methods of Teaching Sanskrit 1. Traditional Ancient Education System as referred to in Vedic and post Vedic period. (Pandit- Pathashala Method). 2. Adult’s Method i.e. Dr. Bhandarkar Method

0.5

2 Modern Methods of Teaching Sanskrit Direct Method New Psychological Method/Approach

0.5

3 Content Analysis & Ideal Sanskrit Teacher Criteria of a good text book and its critical content analysis. Characteristics and qualification of a good Sanskrit Teacher.

0.5

4 Teaching of Grammar 1.Inductive and Deductive approaches. 2.Teaching of Sandhis, Samasas, form of tenses & nouns. Use of audio-visual aids in Sanskrit Developing appropriate evaluation devices/items according to the different objectives.

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII


Compulsory



Pedagogy of Teaching Language Sanskrit-III

Objective of the course: Student teacher will understand the importance of Sanskrit in Indian Society and the contribution of Sanskrit to various

sciences.

Student teacher will be made to appreciate the socio-cultural va lues through the s tudy of Sanskrit which will be helpful in the process of value-inculcation among pupils.

Student teacher will understand and apply various techniques of teaching Sanskrit in secondary schools.

REFERENCE BOOKS: Apte, D. G., and Dongre, P. K. Teaching of Sanskrit in Secondary Schools. Boki l, V. P. A New approach to Sanskrit. Deota, N. P. (2012). Linguistic Analysis Of Sanskrit Selections—XIth Std of Gujarat State. Germany: Lap Lambert Academic

Publ ishing. Deota, N. P. (2012). An Ins ight Into Educational Philosophy--An Indian Perspective Germany: Lap Lambert Academic

Publ ishing. Deota, N. P. (2012). Effective Leadership Qualities Germany: Lap Lambert Academic Publishing. Deota, N P. (2012). Ka leidoscopic Views on Education. Germany: Lap Lambert Academic Publishing.

Report of the Sanskrit Commission, Government of India, 1958


Unit Sub Unit

Content Credit

1 ,[BGGF lJlJW :J~5M

5+ ,[BG4 VC[JF, ,[BG

;\1F[5LSZ64 ;FZ,[BG4 lJRFZ lJ:TFZ

lGA\W,[BG

VG]JFN

0.5

2 ;FlCtIGF :J~5M VG[ ;FlCtISFZMGM 5lZRI

;MG[84 B\0SFjI4 GJl,SF VG[ GJ,SYF

DwISF,LG U]HZFTL ;FlCtI v DLZF\ VG[ GZl;\C

VJF"RLG U]HZFTL ;FlCtI v 5gGF,F, 58[, VG[ JQFF" V0F,HF

5|FN[lQFS AM,LVMo ;MZ9L4 ;}ZTL4 RZMTZL VG[ 586L

0.5

3 ;FlCltIS ;DL1FF4 K\N VG[ V,\SFZ

Un ;DL1FF

5n ;DL1FF

U]HZFTL ;DFRFZ 5+M S[ ;FDFlISMDF\YL ;FlCltIS ,[BMGL ;DL1FF

K\N slXBlZ6L4 D\NFSFgTF4 VG]Q8]54 RM5F.f VG[ V,\SFZ sp5DF4 ;ÒJFZM564 jIlTZ[S4 pt5|[1FFf

0.5

4 lJQFIJ:T] VG[ 5âlT VFWFlZT D]N'FVM

5F9IS|Do VY"4 5F9I5]:TS ZRGFGF l;âF\TM4 VFNX" 5F9I5]:TSGF ,1F6M

WMZ6v&4 *4 (4 ) VG[ !_ GF 5F9I5]:TSG]\ D}<IF\SG

U]HZFTL ;FlCltIS ;\:YFVM VG[ T[GF SFIM"4 ;FlCtIDF\ p5,aW 5]Z:SFZM

EFQFF D\0/4 EFQFF 5|IMUXF/F VG[ EFQFFB\0

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VII


Compulsory



Pedagogy of Teaching Language Gujarati-III

Objective of the course: 5|lX1F6FYL"VM

,[BGGF lJlJW :J~5M lJX[ HF6[

;FlCtIGF :J~5M VG[ ;FlCtISFZMGF[ 5lZRI 5|F%T SZ[P

;FlCtIS ;DL1FF SZ[P

5F9I5]:TSG]\ D}<IF\SG SZ[P


ZFJ, G8]EF. ALP VG[ VgIo U]HZFTLG]\ VlEGJ VwIF5G4 GLZJ 5|SFXG4 VDNFJFN


VFS|]JF,F ;LP S[P VG[ S<IF6o U]HZFTL VlEGJ VwIF5G4 EFZT 5|SFXG4 VDNFJFNP


9FSZ EZTS]DFZ o ;Z/ U]HZFTL jIFSZ64 VFNX" 5|SFXG4 VDNFJFNP


Unit Sub Unit

Content Credit

1 Unit lesson planning in Hindi 1. Unit Lesson planning (stages and detailed planning) 2. Difference between lesson planning and unit planning 3. Construction of blue print for formation question paper 4. Construction of ideal question paper in Hindi

0.5

2 Prose, Poetry, Grammar, Story, Poem Teaching 0.5 3 Resources for Language teaching and Textbook of Hindi

3.1 Online language resources for teachers 3.2 Dictionary, Encyclopedia and Thesaurus 3.3 Characteristics of good text book 3.4 Evaluation of the current text book

0.5

4 Evaluation in Hindi and Teacher of Hindi 4.1 Meaning of evaluation and examination 4.2 Teacher as manager and facil itator for instruction 4.3 Concept, need and importance of diagnostic and remedial teaching 4.4 Action Research

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VII


Compulsory



Pedagogy of Teaching Language Hindi-III

Objective of the course: To enable student teacher:

To enable the students to understand the concept of Unit Planning, Lesson Planning, construction of blue print and ideal

question paper.

To enable the students to understand the meaning, steps and importance of Prose, Poetry, Grammar, s tory, Poem teaching.

To enable the students to know different resources of language teaching and analyses the textbook of science To enable the students to understand the concept of evaluation , different teaching and characteristics of Hindi teacher.

REFERENCE BOOKS: Ahori , N. Teaching of Hindi: A. P.H Publ ishing House , New Delhi

Arya, S. Teaching of Hindi: Rajat Publications, New Delhi


Unit Sub Unit

Content Credit

1 Unit Planning in social sciences 1.1 Meaning and Steps of detailed planning 1.2 Difference between lesson planning and unit planning 1.3 Construction of Blue print 1.4 Construction of ideal question paper in Social Sciences

0.5

2 Social Sciences Room, Laboratory, social sciences club 2.1 Need and Importance, layout of social science room 2.2 Arrangements of study material/ equipments 2.3 Functions of social science room, social sciences club 2.4 Design and characteristics of social science classroom/ laboratory

0.5

3 Textbook of Social Sciences 3.1Criteria of selecting a good textbook 3.2Need and importance of textbook 3.3 Characteristics of social science textbooks 3.4 Evaluation of textbook

0.5

4 Evaluation in social science, Diagnostic and Remedial teaching in social sciences 1.1 Meaning of evaluation, Difference between evaluation and measurement 1.2 Tools of evaluation, Types of evaluation 1.3 Meaning and Purpose of diagnostic testing 1.4 Meaning and Purpose of remedial testing

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.Sc.,B.Ed.

Semester-VII


Compulsory



Pedagogy of Teaching Social Science-III

Objective of the course: The s tudent-teacher will be able to:

Understand unit planning in social sciences.

Use of social sciences room, laboratory and social sciences club.

Know characteristics of social science textbook.

Evaluation in social science, Diagnostic and Remedial teaching in social sciences

REFERENCE BOOKS: Aggarwal, J. C. : Teaching of Social Studies, New Delhi, Vikas Publishing, House Pvt. Ltd.

Kochhar, S.K. : The Teaching of Social s tudies, New Delhi, Sterling Publishers Pvt. Ltd.

Dash B. N., Methods of Teaching Social Science, Hydrabad, Neelkamal Publication.

Dr. Singh Y. K. Teaching of Social s tudies, New Delhi, APH publication corporation

Taneja, V.R. Fundamentals of Teaching Social Science, New Delhi, Mahendra Capital Pub., Gujarati.

Mangal, S. K. : Teaching of Social Studies, New Delhi, Vikas Publishing, House Pvt. Ltd.


Unit Sub Unit

Content Credit

1 The prospective teacher will have workshop for understanding unit planning, maxims of teaching and integrating them with different classroom techniques for becoming effective teacher, l ike: Discussion-narration Narration Narration with integrating teaching learning material

4



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 4 5 5 5 15 30 0 70 70 70

B.A. B.Ed.

Semester-VII


Compulsory



Internship: Block Teaching


To provide opportunities for understanding maxims of teaching and integrating them with classroom

techniques.

Preparing Blue-print and execution of it and taking class test.

REFERENCE BOOKS: Passi, B. K. (1976)Becoming Better Teacher: Microteaching Approach, The M S university of Baroda, Vadodara Michael Linsin (2013) The Classroom Management Secret Dr. M.R. Nimbalkar (2016) Educational Skills & Strategies of Teaching Harry WongHow to Be an Effective and Successful Teacher Ann Gravells (2017) Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector - Further Education and Skills (Paperback)

Practice Teaching: A Reflective Approach, Jack C. Richards, Thomas S. C. Farrell, Cambridge University Press, 14-Mar-2011 -

Foreign Language Study

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Dr.+M.R.+Nimbalkar&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Harry+Wong&search-alias=stripbooks

https://www.waterstones.com/author/ann-gravells/483630





Unit Sub Unit

Content Credit

1 Practicum: The prospective teacher will have workshop for understanding unit planning, maxims of teaching and integrating them with different classroom techniques for becoming effective teacher, l ike: Discussion-narration Narration Narration with integrating teaching learning material Project Laboratory Demonstration Demonstration Exhibition Excursion, etc. Practice Teaching - II (60 hrs)

2



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 2 5 5 5 15 30 0 70 70

B.A. B.Ed.

Semester-VII


Compulsory



Practice Teaching-II

Objective of the course: To enable prospective teachers to practise teaching in school and prepare unit plans and execute them.

To provide opportunities for understanding maxims of teaching and integrating them with classroom techniques.

Preparing Blue-print and execution of i t and taking class test.

REFERENCE BOOKS: Practice Teaching: A Reflective Approach, Jack C. Richards, Thomas S. C. Farrell, Cambridge University Press, 14-Mar-2011 -


A Guide to Teaching Practice: 5th Edition, By Louis Cohen, Lawrence Manion, Keith Morrison, Dominic Wyse

Passi, B. K. (1976) Becoming Better Teacher: Microteaching Approach, The M S university of Baroda, Vadodara

Rick Smith (2016) Conscious Classroom Management Second Edition Unlocking the Secrets of Great Teaching







Unit Sub Unit

Content Credit

1 Critical understanding of Information and Communication Technology(ICT) in education Concept of ICT in education- Meaning and characteristics Principles of ICT in education Role of ICT in effective curriculum transaction Impact of ICT in education – cultural, social, economical Legal & ethical issues in use of ICT- Hacking, Violation of Copyright, disadvantage¬¬of social networking sites

0.5

2 Integrating ICT and Pedagogy¬¬for engaged teaching and learning environment Technological Pedagogical Content Knowledge (TPCK) – •Concept and Meaning of Technical Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge •Web 2.0 Tools and Technologies: Wiki, blogs, podcast, social bookmarks – Key features and Use in Designing technology integrated learning experiences •ICT integrated Unit plan - Use of Web 2.0 for creating constructivist learning environment (Practical based) Assistive technology for children with special needs – Concept, features and benefits •Reading Tools- Text to speech, Audiobooks and digital TTS books, Optica l character tools •Writing Tools- Handwriting tools, keyboard and touch screens, Dictation (speech to text) •Math Tools – Manipulatives, Graphic organizer, Equation solving tools •ICT integrated Unit plan - Use of Web 2.0 for creating constructivist learning environment through any one assistive learning tools (Practical based)

0.5

3 Integrating Instructional System Design and ICT for developing education resources Instructional Design &Instructional System Design – •Meaning and Difference between ID & ISD •Strategies for Instructional Design •Models of Instructional Design- ADDIE Model Teacher as ICT enabled Instructional Designer •Creation of Learning Resources – Offline &Online- script writing & story board writing •Strategies for Instructional Design- •Creation of ELearning material using story board (Practical based)

0.5

4 ICT enabled assessment and recent trends ICT enabled assessment: •Electronic assessment portfolio - Concept and types •Electronic rubrics for assessment •Test generators – (Develop any test Practical Based) ICT in School Education- National Repository of Open Educational Resources (NROER) Potentials of ICT in education-Access, equity, participation, Skil l development and life- long learning

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VII


Compulsory



Critical Understanding of ICT

Objective of the course: To develop cri tical understanding of Information and Communication Technology (ICT) in education

To develop skills for integrating ICT and Pedagogy for engaged teaching and learning environment

To acquaint them with the process of integrating Instructional System Design and ICT for developing education resources

To develop skills for Creating and Disseminating ICT enabled education resources


REFERENCE BOOKS: Goel, D.R. and Joshi, P. (1999). A manual for Internet Awareness. CASE: The M.S. University of Baroda

Press

Reiser, R.A., Dempsey, J.V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle

River, NJ: Pearson Education, Inc.

Merril l , M.D. (1983). Component Display Theory. Instructional Design Theories and Models: An

Overview of their Current States, Reigeluth, C.M. (ed). Hillsdale, NJ: Lawrence Erlbaum.

Cox, J. & Urban, P. (1999). Quick Courses in Microsoft Office, New Delhi: Galgotia Publications.

Jain, Satish. (1990). Introduction to Computer Science and Basic Programming, New Delhi: Prentice Hall

of India.

Tanenbaum, A.S. (1998). Computer Networks, New Delhi: Prentice-Hall of India.

Intel (2003). Intel Innovation in Education, New Delhi: Student Work Book.

CEMCA (2014). Technology Tools for Teachers, Commonwealth Educational Media Center for Asia,

13/14 SarvaPriyaVihar, New Delhi.

B.A. B.Ed.

Semester-VII


Compulsory



Critical Understanding of ICT


Unit Sub

Unit

Content Credit

1 Romantic Criticism and its Characteristics

0.75 William Wordsworth – The Preface to ‘The Lyrical Ballads’.

S. T. Coleridge on ‘Imagination’ and ‘Fancy’.

2 Victorian Criticism and its Characteristics

0.75 Matthew Arnold – ‘The Function of Criticism at the Present Time’.

Matthew Arnold’s ‘Touchstone Method’.

3 20th Century Criticism and its Characteristics

0.75 T. S. Eliot – ‘Tradition and Individual Talent’.

T. S. Eliot’s concept of ‘Objective Correlative’ and ‘Dissociation of Sensibility Unification of

Sensibil ity’.

4 The Rise of New Criticism and its characteristics. 0.75

A. Richards – ‘Figurative Language’.



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VIII

Paper Code:30258010

Compulsory



Introduction to Literary Criticism II (Western)


To introduce literary critical texts from the Romantic age to the rise of New Criticism

REFERENCE BOOKS: Wimsatt Jr, Will iam K and Cleanth Brooks. Literary Criticism: A Short History. New Delhi and Kolkata: Oxford

& IBH Publishing Co. Pvt. Ltd. 1957.


Unit Sub Unit

Content Credit

1 Poetry and its types: The Lyric, The Ode, The Sonnet, The Elegy, The Idyll, The Epic, The

Ballad, The Satire 0.75

2 Lycidas by John Milton, Idylls of the King (excerpt) by Alfred Lord Tennyson 0.75

3 Drama and its types: Tragedy and Comedy, Tragi -Comedy, Farce and Melodrama, The

Masque, The Dramatic Monologue 0.75

4 The One-Act Play: The Marriage Proposal by Anton Chekhov 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VIII

Paper Code:30258020

Compulsory



Study of Literary Forms: Poetry and Drama

Objective of the course: To enable students to study various dimensions of drama as a l iterary form and how to approach drama as

a student/teacher To enable students to study poetry as a l iterary form along with how to approach poetry as

student/teacher.

REFERENCE BOOKS: Prasad, Birjadish. A Background to the Study of English Literature. Chennai: Macmillan India Ltd. 1999.

Anton Chekhov’s The Marriage Proposal.

Lycidas by John Milton

Idylls of the King by Alfred Lord Tennyson


Unit Sub Unit

Content Credit

1 History of American Literature (A Brief Survey)

0.75 Chief Characteristics

Poets

Prose Writers and Thinkers

2 Introduction to American Poetry:

0.75 Study of Select Poems of Emily Dickenson

Study of Select Poems of Walt Whitman

Study of Select Poems of Frost

3 Introduction to American Play: 0.75

Death of a Salesman by Aurther Miller

4 Introduction to American Fiction: 0.75

Farewell to Arms by Ernest Hemingway



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VIII

Paper Code:30258030

Compulsory



American Literature


To introduce the students to the history of American Literature

To enable students to study nature of American Literature.

REFERENCE BOOKS: Poems of Emily Dickinson

Poems of Walt Whitman

Farewell to Arms by Ernest Hemingway

Death of a Salesman by Aurther Miller

A History of American Literature by Richard Gray


Unit Sub Unit

Content Credit

1 What is Comparative Literature?

0.75 Basic Concepts

World Literature

History of Comparative Literature

2 Major Schools:

0.75 American School of Comparative Literature

French School of Comparative Literature

3 Comparative Literature in India

0.75 Tagore

Sisir Kumar Das

4 Applied 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VIII

Paper Code:30258041

Optional



Comparative Literature


To introduce students to Comparative Literature

To enable students to study nature and function of Comparative Literature.

REFERENCE BOOKS: Comparative Literature in India: Sisir Kumar Das

Comparative Literature: A Critical Introduction by Susan Bassnett


Unit Sub Unit

Content Credit

1 Introduction to Postcolonial Theory 0.75

Orientalism - ‘Introduction’ by Edward Said

2 Things Fall Apart by Chinua Achebe 0.75

3 Select poems by Edward Kamau Brathwaite and Derek Walcott 0.75

4 Play: A Dance of Forests by Wole Soyinka 0.75



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

Th

eo

ry

Pra

ctic

al

Tota

l

3 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VIII

Paper Code:30258042

Optional



Postcolonial Literatures


To introduce students to Postcolonial Theory

To enable students to study nature and function of Postcolonial Literatures .

REFERENCE BOOKS: Nayar, Pramod K. Postcolonial Literature: An Introduction. New Delhi: Pearson Education India, 2008.

Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory . Manchester and New

York: MUP. 1995.

McLeod, John. Beginning Postcolonialism. Manchester and New York: MUP. 2007.

Said, Edward. Orientalism: Western Conceptions of the Orient. Harmondsworth: Penguin. 1991.


Unit Sub Unit

Content Credit

Project Work to be decided by Teachers.

2



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o

Th

eo

ry

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A.,B.Ed.

Semester-VIII

Paper Code:30258050

Compulsory



PROJECT WORK


To involve students in self-study of literary works

To teach research methodology in language and literature

REFERENCE BOOKS: Practice Teaching: A Reflective Approach, Jack C. Richards, Thomas S. C. Farrell , Cambridge University Press, 14-Mar-

2011 - Foreign Language Study The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, Jack C. Richards, Anne Burns, Cambridge University Press, 31-Jan-2012 - Education - 300 pages Approaches and Methods in Language Teaching, Jack C. Richards, Theodore S. Rodgers, Cambridge University Press,

16-Apr-2014 - Foreign Language Study - 410 pages




https://www.google.co.in/search?tbo=p&tbm=bks&q=subject:%22Education%22&source=gbs_ge_summary_r&cad=0


https://www.google.co.in/search?tbo=p&tbm=bks&q=inauthor:%22Theodore+S.+Rodgers%22



Unit Sub Unit

Content Credit

1 Basics of Education Education: Definition, Meaning, Concept and its objectives in relation to the Indian Society. Interdisciplinary nature of education; relationships with disciplines/subjects such as philosophy, psychology and sociology Education for Self, Society and Humanities Indian thought and its contribution to educational practices.

0.5

2 Basics of Philosophy Philosophy: Definition, Meaning, Concept, Function and its Aim in relation to Education Fundamental postulates of the discipline of philosophy of Education and its relevance for Education Idealism (Ultimate reality, Aim of Education, Curriculum and Teaching methods, Discipline and Student- teacher relationship). Existentialism (Ultimate reality, Aim of Education, Curriculum and Teaching methods, Discipline and Student- teacher relationship).

0.5

3 Basics of Sociology Sociology: Definition, Meaning, concept and its relationship with Education and Philosophy Education as an agent of social change Relationship of the society, education and human resource development Role of teacher in achieving National Integration through democratic interaction, explanation of cultural and religious aspect

0.5

4 Education of Nai Talim Nai Talim: Origin, Aims and Specific characteristics Principles and Basic Elements of Nai - Talim Education Implementation, Problem and Remedies of Nai Talim Elementary Education: Role and responsibilities of a Teacher

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VIII


Compulsory



Teacher in Emerging Indian Society

Objective of the course: To understand the nature, purpose of Education, Philosophy and Sociology.

To understand and use of philosophical methods in s tudying educational setting.

To analyze and evaluate the fundamental postulates of the discipline of philosophy of Education with relevance for Education.

To enable them to understand the sociological concepts.

To understand and to use the concept of Nai Talim in Education.


REFER EN CE BOO KS: •Aggrawal, S. (2007). Phi losophical Foundations of Education. Delhi Author prees. •Aggrawal J. C.(2007). Phi losophical and Sociological perspectives Of education. Delhi : Shipra Publication. •Aggrawal J. C. & Gupta, S. (2007). Philosophical Foundations of Education. Delhi : Shipra Publication. •Baggini, J. & Stabgroom, J. ( 2007). Great Thinkers A-Z. Delhi Viva books Pvt. Ltd. •Bharathy, V. D. (2004). Educational Philosophies of Swami Vivekananda and John Dewey. New Delhi : A. P. H. Publ ishing Corporation. •Brubacher, John S. (1983). Modern Philosophies of Education. News Delhi: Tata Mc Graw Hill Publishing Co. Ltd. •Chaube, S. P. (1993). Educational Philosophies in India. Mumbai :Vikas Publishing House Ltd. •Gandhi M. K. (1956) Bas ic Education, Ahmedabad Nalijiban. •Moore, T. W. (1982). Phi losophy of Educayiomn : An Introduction. London: Routedge & Kegan Paul. •Pathak, R. P. (2007). Phi losophical Perspectives of Education. New Delhi : Atlantic Publication. •Pathak and Tyagi (1994). Shiksha Ke Samanya Siddhant. Agra: Vinod Pustak Mandir. •Rusk, R. R. (2007). Phi losophical Bases Bases of Education. New Delhi : Surjeet Publication. •Rusk, R. R. (2007).The Doctrines of Great Educators . New Delhi : Surjeet Publication. •Sharma, R. N. (2007). Phi losophy and Sociology of Education. New Delhi: Surjeet Publication •Sodhi, Sandhu and Singh, (1988). Philosophy of Education. Ambala Cant : The Indian Publication.

B.A. B.Ed.

Semester-VIII


Compulsory



Teacher in Emerging Indian Society


Unit Sub Unit

Content Credit

1 Epistemological concept of Knowledge Epistemology: Meaning and Concept Knowledge: Definition, Meaning and Concept Nature and Scope of knowledge Characteristics of Knowledge

0.5

2 Basics of Knowledge Component of Knowledge Process Sources of Knowledge Types of Knowledge Approaches to acquiring Knowledge

0.5

3 Process of Knowledge Process of Knowing Process of Construction of Knowledge Factors involved in construction of Knowledge The role of Knower and Known in Construction and Transmission of Knowledge Distinction between: Knowledge and Information, Knowledge and Belief, Knowledge and Skil l

0.5

4 Facets of Knowledge Local and Universal; Concrete and Abstract; Theoretical and Practical; Contextual and Textual; School and out of School Knowing and Knowledge: The Indian Way Philosophical basis of Knowledge according to Western and Indian The responsibility of Selection Legitimacy of inclusion of knowledge in School curriculum

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VIII


Compulsory



Knowledge: Concept

Objective of the course: To describe meanings of knowledge.

To understand abstract nature of knowledge.

To identify different facets of knowledge.

To classify knowledge into different forms and identify different ways of knowing.

REFER EN CE BOO KS:

Bas ics in Education (Text book for B.Ed.). New Delhi: NCERT.

• Datta , D . M. (1975). Six ways of Knowing. Ca lcutta: Ca lcutta University press.

• NCERT. 2005. National Curriculum Framework–2005, New Delhi.


Unit Sub Unit

Content Credit

1 Practicum: Internship for 6 weeks including workshop regarding internship •During Internship, 8 Co-teaching lessons with peers •Maintain Reflective journal •Develop learning resources for the school •Prepare an Anecdotal Record of a school student. •Organization of Co- curricular activities in school (cultural events, sports, educational game, cultural competitions, etc) •Conduct a School based Action Research •Class Test and Essays in each Theory Course •Detailed documentation on Understanding the Self

6



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

0 6 10 10 10 30 60 140 140 140 140

B.A. B.Ed.

Semester-VIII


Compulsory



Internship-1

Objective of the course: To enable prospective teachers to practise teaching in school as a part of school for 4-5 weeks.

To provide opportunities for understanding school working at length.

REFER EN CE BOO KS:

Practice Teaching: A Reflective Approach, Jack C. Richards, Thomas S. C. Farrell, Cambridge University Press, 14-Mar-2011 -


Approaches and Methods in Language Teaching, Jack C. Richards, Theodore S. Rodgers, Cambridge University Press, 16-Apr-

2014 - Foreign Language Study - 410 pages The Practice of Teaching, Philip Wesley Jackson, Teachers College Press, 1986 - Education - 159 pages

A Guide to Teaching Practice: 5th Edition, By Louis Cohen, Lawrence Manion, Keith Morrison, Dominic Wyse Ernest stringer(1999)action research in education

Jean,Mc niff, action research: principals and practice


Unit Sub Unit

Content Credit

1 Educational & School Management School as organization: Concept, Characteristics Educational Administrative: Concept, Structure at National & State Level School Management: Concept, Characteristics & Function School Management structure, Various Committees in school

0.5

2 Approaches of School Management School Supervision & School Inspection: Meaning, Needs, Function & duties of school supervisor & school inspector Approaches of Management: Manpower Approach, Cost Benefit Approach, Social Demand Approach, Social Justice Approach

0.5

3 Leadership style Leadership style: Autocratic, Democratic, etc. Management Skil ls: Concept & types of Management Skil ls (Communication Skil l, Decision Making Skil l, Skil l of Planning Importance of management skil ls in school management Organisational climate: Concept, Importance, factor affecting Conflict management: Concept, models

0.5

4 Planning & Records in School Academic Calendar: Meaning & Importance Time Table: Meaning, Importance & Types (Master time table, class wise & teacher wise time table) Planning: Meaning & types of planning (Annual, term wise & monthly planning) School Records: Importance & types

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VIII


Compulsory



Understanding the School as Organization

Objective of the course: To enable students to understand teaching as profession

To enable students to develop teacher’s professional competencies

To enable students to appreciate government’s initiatives in field of education

To enable students to develop insight regarding emerging role of teacher in 21st century

REFER EN CE BOO KS:

Aggrawal, J.C. (1986). School Organisation, Administration & Management. New Delhi: Doaba House.

Aggrawal, J.C. (1988). Basic School Organisation. New Delhi: Doaba House.

Dash, M. & Dash, N. (2008). School Management. New Delhi: Atlantic Publishers & Distributors (P) Ltd.

Mohanty, J. (2005). Educational Administration, Supervision & School Management. New Delhi: Deep & Deep Publ ications (p) Ltd.


Unit Sub Unit

Content Credit

1 Text and Reading Diverse text- type and significance Types of text- Literary or non-literary, narrative, expository, technical and persuasive Types of texts related to education -empirical, conceptual, historical, policy documents, narrative texts, expository text, ethnographies.

0.5

2 Text and Reflection Metacognitive Skil ls for Reading Previews the text and makes predictions, makes connections to personal experience or other texts, Asks clarifying questions, identifies difficult sentences or passages, restates in her own words, Reacts to the text. Text Structure, language, genre, context, socio-cultural diversity Reflection in Reading –Stages of Reflection in reading tasks - Pre-reading, while reading and post reading (Reflection in action, reflection on action –Donald Schon)

0.5

3 Reflective reading and writing Expressive Reflections Reflective and expository writings - reflective journaling, creating visual and word texts, compare and contrast Critical Appreciation of the text- Note taking, critically reviewing the text Revisiting the text- impact of the text on the reader, recreating from the text new perspectives.

0.5

4 Reading beyond Texts Making Connections with the text- Text with Self, Text with Text and Text with World Reading for Change – Multicultural Perspective (regional, folk l iterature and the like) Inclusive Perspective (gender, class, caste, differently- abled and the like) Educational Perspectives ( Policies, documents, journals)

0.5



The

ory

Pra

ctic

al

Ass

ign

me

nt

Pro

ject

Sem

inar

Test

Tota

l

Sem. End Exam

Total O/o 70

The

ory

Pra

ctic

al

Tota

l

2 0 5 5 5 15 30 70 0 70 70

B.A. B.Ed.

Semester-VIII


Compulsory



Reading and Reflecting on Text

Objective of the course: To infuse in s tudent teachers the penchant for reading and writing To instill and promote the skill of reading and writing To appreciate texts from diverse fields To acquaint the s tudent teachers with comprehension skills To examine the social angle to reading texts To engage readers to interact with the text individually and in groups To develop interpretation skills in reading texts To develop reflective reading and writing skills To generate critical/analytical responses from the readers

REFER EN CE BOO KS:

Klein, S., & U.W. Stout, Chandler, W., U.W. Whitewater (2006). Reflection for Preservice and Inservice Art Teachers E-portfolio, from

http://www.uwstout.edu/art/artedportfolios/reflection/index.html.

Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers. 2nd. ed. Portsmouth, NH,

Heinemann.

Pensavalle, M., Tyerman, J., Delgadillo, L., Miyake, J., Soong, A, (2006). AACTE 2006

Proposal: How Reflection Impacts Instructional Change. AACTE 2006

Proposal, Retrieved Jan. 23, 2007, from http://www.usc.edu/dept/education/up_files/AACTE_06_Presentation.pdf

Indian Institute of Teacher Education, Gujarat.

Documents

Transcript of Indian Institute of Teacher Education, Gujarat.