CHHATRAPATI SHAHU JI MAHARAJ UNIVERSITY ,KANPUR208024

DEPARTMENT OF EDUCATION
BACHELOR OF EDUCATION (B.Ed.) - Two Year Programme
COURSE STRUCTURE
W.e.f.- 2015-16
FIRST YEAR
PAPER - I PHILOSOPHICAL PERSPECTIVES OF EDUCATION
Paper Objectives
To enable the pupil teacher to

Unit I

understand the process and purpose of Education .

analyze the process and purpose of Education.
critically evaluate the philosophical context of Education.
construct the knowledge in real life situations and act upon it.
reflect upon different philosophical Schools of Thought.
understand the vision of Indian thinkers on practical aspects of Philosophy.
follow the ways of nurturing values and inculcating human duties.
Nature of Education
Meaning, Nature and scope of education.
Liberal and utilitarian education.
Aims of education
Individual and Social aims of education.

Unit II Philosophy and Education

Meaning , Nature and Scope of Philosophy and its relationship with Education .
Indian philosophical thoughts and their contributions to educational practices
Vedant Darshan and education.
Jainism and Education.
Buddhism and Education.
Islam and Education

Unit III

Major philosophical schools: Salient features and impact on education.

Idealism
Realism

1|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

Naturalism.
Pragmatism
Humanism

Unit IV Indian thinkers and their contributions to Education.

Philosophical and Educational thoughts of Swami Vivekananda, Shri Aurbindo Ghosh,

Mahatma Gandhi ,Rabindra Nath Tagore , J. Krishnamurti

Unit V Western educational thinkers and their contribution in the development of

Education

Philosophical and Educational thoughts of Plato , Rousseau , Pestalozzi , Frobel , John

Dewey

Practicum/ Internal assessment

A study of one philosopher with a view to study his/her contributions to present

educational practices.
5 Marks
Power point presentation of one topic in the class.
5 Marks
Survey of any one Eminent Educational Institute and submission of detailed report of
any
5 Marks

Suggestive Readings

A. S. Thakur and Abhinav Thakur: Teacher in Emerging Indian Society Agarwal

Publication Agra
Brubacker J.S. ,Modern Philosophies of Education, New Delhi, Surjeet Pulication
Harry Schofield , Philosophy of Education An Introduction , New York, Roultrdge
Library editions.
N.R. Swaroop Saxena and Shikha Chaturvedi , Teacher in Emerging Indian Society
R.lal Book Depot Meerut,.
Raman BihariLal and ShrimatiSunitaPalodh Educational Thought and Practice , R.lal
Book Depot Meerut
Ramshakal Pandey and Rana Balwant: Teacher in Developing Indian Society; Sri
VinodPustakMandir Agra.
S.M. Yunus Khan and Dr. Karan Singh; Teacher in Emerging Indian Society.-Govind
Prakashan, Lakhimpur Kheri
J.S.Ross, Ground work of Educational theory

2|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

PAPER - II

SOCIOLOGICAL PERSPECTIVES OF EDUCATION

Paper Objectives
To enable the pupil teacher to

Understand Contemporary Indian society and education

Diversity , Inequality and marginalization in society and the implications for education

Policy frameworks for public education in India.

The importance and role of education in the progress of Indian society.

to study education in a sociological perspective. The process of social change and the
socialization to promote the development of a sense of commitment to teaching
profession and social welfare.

Think his/her role in the creation of a new social order in the country and learn about
various social welfare opportunities in which they can participate helpfully.

mean and measures towards the promotion of national integration and protection of
human rights.

Unit I

Sociological basis of education: The new social order, emerging trends in Indian society,
concept of social diversity in terms of religion, culture, languages, castes, tribes, religions
etc.
Establishing unity in diversity for peaceful and collective living. Secularism and
education, education as a tool of economic development, Education & Social and cultural
change.

Unit II

Knowledge about the Indian constitution: Preamble, fundamental rights and duties of
citizens and directive principles of the state policies, articles related to education.
Constitutional values related to aims of education in the context of constitutional promise
of freedom, justice, equality and fraternity.
Education and Democracy.

Unit III
3|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

Equality of educational opportunities in terms of gender, caste, tribes, disabled and

minorities.
Issues and concepts relating to inequality, discrimination and marginalization that stands
in the way of Universalization of education.
Means and measures taken for eradication of illiteracy: Distance Education, Continuing
Education, Education for socially, culturally and economically deprived, Population
Education, Women Empowerment through education, concept of inclusive education.

Unit IV

National and Emotional integration Role of Educational Institutions and teacher in

achieving them.
International understanding and globalization.
Role of teacher in linking school with society.

Unit V

Right to Education, Sarva Shiksha Abhiyan (SSA), Role of teachers in context to

universal and inclusive education.
Policy frame work for public education in India the implementation of policies and
actual shaping of school education in contemporary India.
New welfare programmes: National Literacy Mission (NLM), Mid-Day Meal scheme
(MDM), Common School System, KGBV, Ashram Paddhati School

Practicum/ Internal assessment

Assignment on extension work in a community

Related to- literacy , Health and Hygiene ,
Population Education and Environmental Awareness.
Power point presentation of one topic in the class.
One project / Working model on Disaster management

5 Marks

5 Marks
5 Marks

SUGGESTIVE STUDIES

A.S. Thakur , Abhinavthakur :Teacher in Emerging Indian society ,Agrwal Publication

Agra
Batra,P.(2005) Voice and Agency of teachers : Missing link in national curriculum
frame work 2005. Economic and Political weekly, 4347-4356
Castells , M.(2011) The rise of network society : The information age : Economy ,
Society and culture (Vol. I,II,III) John Wiley & sons.
HaseenTaj : Current Challenges in Education ,NeelKamal Publication PVT.LTD.
4|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

Ghosh, S.C. (2007) History of education in India ,Rawat publications .

Govt. of India (2009) The right of Children to free and compulsory education act 2009
Nambissan , G.B.(2009) Exclusion and discrimination in school experiences of Dalit
children , Indian institute of Dalit Studies and UNICEF.
Pathak A. (2013 ) social implication of schooling ; knowledge, Pedagogy and
consciousness. Aakar books
SheelaMangala : Teacher Education Trends And Strategies., Radha Publication New
Delhi
UNESCO (2009) Policy guidelines on inclusion in education .
, . : , -2

: ,
PAPER III

PSYCHOLOGICAL PERSPECTIVES OF EDUCATION

Paper Objectives
To enable Pupil teachers to

acquire knowledge and understanding of stages of human development and their

developmental tasks
Develop understanding process of children learning in the contest of various theories
of learning.
Understanding intelligence, motivation, adjustment and various types of exceptional
children.
Develop skills for effective teaching learning process and use of psychological test.

Unit I: Educational Psychology and Development of Learner.

Meaning, nature, scope, methods and functions of educational psychology.

Human development as a resultant of interaction between individual potential and
external environment.
Role of heredity and environment on socialization process.
Characteristics and problems of adolescent with their needs and aspirations.
Concept of child centered and progressive education with relevant ideas of Piaget,
Kohlberg, Erikson and Vygotsky.

Unit II: Learning and Motivation.

Meaning and Nature of learning, laws of learning, factors for facilitating learning
and teaching.
Learning theories Pavlov, Skinner, Piaget and Rogers. Cognitive based learning
difficulties.

5|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

Concept and kinds and theories of transfer of learning.

Nature of motivation , types, theories and techniques for enhancing motivation.

Unit III: Teaching Learning Process

Role of teacher in teaching-learning process as a transmitter of knowledge,
facilitator, Guide, co-learner in different psychological perspective of learning.
Nature and characteristics of instincts Cognitive, Affective and Conative aspect
of learning.
Nature of Teaching
Learning Difficulties in Classroom Practices.
Unit IV: Intelligence

Nature, characteristics and development of Intelligence.

Types of intelligence Emotional and multidimensional.
Theories of intelligence Two factor, multifactor theories and SI model.

Unit V: Personality

Meaning, nature, types and development of personality.

Trait theories of personality and factors effecting personality.
Characteristics of well adjusted person and methods of adjustment.
Mental conflict and methods of resolving the conflict.

Unit VI: Exceptional children

Concept and types of exceptional children and characteristics of each type

including with children with learning disabilities.
Dimensions of difference in psychological attributes cognitive abilities, interest,
aptitude and creativity.
Lerner centered techniques of teaching exceptional children.
Inclusive Education: Concept

PRACTICUM / INTERNAL ASSESMENT

Administration and Interpretation of two psychological tests.

Power point presentation of one topic in the class

10Marks
5Marks

SUGGESTIVE STUDIES

6|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

Dececco, J.P.: The Psychology of Learning and Instruction Prentice Hall of India, Pvt.
Ltd. New Dehli. 1977
Gage, N.L. & D.C. Berliner Educational Psychology McNally College Publishing Co.,
Chicago.
Gronlund, N.E.
Educational Measurement & Evaluation Prentice Hall, INC, N.J.
Lefrancois, G.R.
Psychological and Human Learning Kangors Report. Book/Cole
Publishing Co. Monterey, California
Lortan, J.W. & B.L. Walley Introduction to Early Childhood Education D.Van Nor
stand Co. New York
Lovel, K.
An Introduction to Human Development Scott, Foresman And Co.
London
Morse, W.C. & G.M. Wingo Psychological & Teaching (3rd ed.) P.B. Tarporewal Sons
& Co. Pvt. Ltd. Bombay
Mortuza, V.R. Appling Norm- And Criterion Referenced Measurement in Educatio,
Allyn And Bacon, Inc, London
Oven, Steven et. Al. Educational Psychology: An Introduction. Little, Brown & Co.
Boston
Pandey, B.B. & Singh, Rajesh
MAPAN, MULYANKAN AVAM PRARAMBHIC
SANKHYAKI,
Patel, R.N.
Educational Psychology Himalayan Publishing House Mumbai
Thorndike, R.L. & E.P. Hagan
Measurement And Evaluation In Psychology. And
Education, (III ed) Wiley Eastern Ltd. New Delhi
Yelon, Stephen, L. Etal
A Teachers World- Psychological In the Classroom
McGraw Hill Kogakusha Ltd, Tokyo

PEDAGOGY OF TEACHING
PAPER- IV & V

PEDAGOGY OF BIOLOGICAL SCIENCE

Paper ObjectivesTo enable the pupil teacher to

Develop a broad understanding of the principles and procedures used in Biological

Science education.
Developing their skills necessary for preparing Biological Science education in modern
society.
To construct different plans according to need.
To devise the instructional Design of biological science properly.

7|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

Appraise the biological paradigm in understanding of the subject.

Use different methods to teach different concepts.

UNIT- I

Nature of modern science, impact of science on society, globalization and science,

Justification of including science as a school subject, socio cultural perspectives of
biological science , worlds eminent scientists and their path tracking discoveries.
Pedagogy of Biological Science Integration of knowledge about the learner, The
subject discipline, social context of learning, and researches related to different aspects of
learning.
Different branches of biological science , relation with other subjects ,
Constructivism in teaching Biological science ,Vygoskian Perspective.

UNIT -II

BASICS OF BIOLOGICAL SCIENCE

AIMS AND OBJECTIVES OF TEACHING BIOLOGICAL SCIENCE

Taxonomy and approaches of educational objectives in biological science.

Objectives in biological science- Blooms Taxonomy and revised Blooms taxonomy.
Process and product outcomes.
Concept of entering and terminal behavior.

UNIT- III PLANNING FOR INSTRUCTION

Unit plan, year plan and lesson plan

Ability to convert an unit plan into lesson plan
Use of teaching-learning material (Audio-Visual aids)
Improvised apparatus: significance and preparation
Use of LCD projector and power point presentation
Use of Bruners models as concept attainment and advance organizer models in
Teaching of Biological science.
Planning and Implementation of strategies in Teaching concept Evaluation Approach

UNIT- IV

TEACHING OF BIOLOGICAL SCIENCE

Inductive-Deductive approach
Edger Dales con of experiences.
Major models & methods for Science Instruction- formal &non-formal and co-curricular
approaches Lecture cum demonstration, Heuristic, Discussion, Project, Problem Solving,
laboratory and Experimental method.
Innovative Teaching practices in Biological science.

8|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

UNIT- V

CURRICULUM ORGANIZATION AND LEARNING RESOURCES

Principles and approaches for curriculum development, curricular framing according to

local needs.
Text Books,Science journals, handbooks, other resource materials for Teaching
Biological science.
Organization of Biology laboratory.

UNIT VI

EVALUATION IN BIOLOGICAL SCIENCE

Measurement and Evaluation- Importance and purpose.

Types of evaluation
Achievement Test construction, administration and scoring.
Characteristics of a good test
Measuring specific behavioral outcomes- Cognitive, Affective and psychomotor
outcomes.
Diagnostic testing and remedial teaching.

UNIT VII PROFESSIONAL DEVELOPMENT OF A BIOLOGY SCIENCE TEACHER

Professional development programmes for a bioscience teacher- Participation in seminar,

conferences, online sharing membership of professional organizations, Collaboration of
school with colleges, universities and other institutions,

Practicum/ Internal assessment

Microteaching
Construction, Administration and Evaluation of an Unit Test
Preparation of One Improvised apparatus /
Low Cost Material aid / Working Model

5 Marks
5 Marks
5Marks

Suggestive Studies
Reports

Government of India New Delhi National Policy on Education -1986,Modified in 1992

NCERT New Delhi
Improved science teaching in school
Guideline and syllabi for secondary stage (IX-X) -1988
Books

. . . , (21 ) : -2

9|B.Ed.- Two Years Programme Course,C.S.J.M.U.,kanpur

. . . , : , 250001
,

, :

Shrivastava, H. S. &J.P. Shourie : Instructional Objectives of school subjects NCERT

New Delhi-1989.
Bhatiya K. &Bhatiya B.D.: The principles and method of teaching,Doaba House,
1680 NaiSarak, Delhi-6
Sharma K. D. and Singh T.P., New Course: Science and Technology (text book for
class VII and VIII), New Delhi, Arya Book Depot, 2003.
Tony L.Matt c, Bernie k. and Judith T.(2010): teaching science safe publication India
Pvt. Ltd.

PAPER-IV&V
PEDAGOGY OF PHYSICAL SCIENCE
Paper Objectives
To enable the Pupil teacher to
Develop broad understanding of principles and knowledge used in physical science
education.
Develop their essential skills for practicing physical science education.
Know various approaches and methods of teaching physical science.
Prepare lesson planning of physical science properly.
Manage instructional activity in such a way that the vast majority of the learner attain
most of the objectives.
Unit-IStructure and Nature of Science
Structure of science: Facts ,Concepts ,Hypothesis , Theory , Law.
Nature of science:Basic principles
Correlation of science with other subjects
Relationship between science technology and Society .
Unit-IIAims and Objectives of TeachingPhysicalScience
Aims and objectives of teaching physical science at secondary level.
Blooms taxonomy and revised blooms taxonomy of educational objectives.
Writing instructional objectives.
Unit-III InstructionalApproaches
Models of teaching: ScientificInquiry, Concept attainment and Cognitivegrowth .
Approaches in science teaching- inductive-deductive constructivist.
Method of science teaching-Lecture cum demonstration method ,Project method
,Heuristic method, Laboratory method.
Innovative instructional method :Tutorial, Seminar, Brain Storming ,Micro Teaching,
Programmed teaching , Team teaching.
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 Practical applications of computers for a science teacher .

Unit-IV Planning of Instruction
Unit planning
Lesion planning: basic elements, characteristics & significance
Teaching learning materials and improvised apparatus importance and construction.
Evaluation: types of tests (Oral, Written and Practical),Construction of items ,Qualities of
a good test , Blue print, construction and administration of achievement of test.
Diagnostic testing and remedial teaching
Action research
Unit V Science Curriculum and Resources of Learning

Definition of curriculum and principles of organization .

Organization of Science Laboratory.
Curriculum
frameworks
and
PolicyDocuments
(NCF,2005;IEC,1964;NEP,1986):Implications for science curriculum and instruction.
Appraisal of the existing school science curriculum.
Curriculum accessories and support materials Journals hand books, Student work book
, Display slides , Laboratory materials , Audio Video support material .
Unit- VI
Co-curricular Activities:Science club , Science exhibition ,Science fair,Excursions and
Science library.
Science laboratories :Setting and Importance
Text book of science : Criteria for evaluation .
Quality of a good science teacher
Practicum/ Internal assessment

Microteaching
5 Marks
Construction, Administration and Evaluation of an Unit Test 5 Marks
Preparation of One Improvised apparatus /Low Cost Material aid
/ Working Model

5Marks

SUGGESTIVE STUDIES

Sood , J.K.(2003), vigyanshikshan (for the 21st century ) agra : vinodpustakmandir

National policy of education (1986) new delhi : MHRD
Mohan radha (2010). Innovative science teaching prentice hall of india new delhi
Tony L.,Mattc,Bernie k . and Judith T.(2010) teaching science safe publication India
Pvt Ltd.
PAPER-IV&V

PEDAGOGY OF MATHEMATICS

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Paper Objectives To enable pupil-teachers to

UNIT I

Understand the nature, characteristics and development of Mathematics.

Understand the aims and objectives of teaching Mathematics.
Improve their competencies in teaching of mathematics.
Explain approaches and methods of Mathematics teaching.
Develop and use of various teaching aids.
Understand the basic principles of Curriculum Organization.
Understand the application of appropriate evaluation techniques in mathematics.
Nature Of Mathematics
Mathematics: Meaning concepts, characteristics, scope, History of Mathematics with
special emphasis on teaching of mathematics. Concept formation with special
reference to Piaget.
Contribution of Indian (Aryabhatta, Bhaskaracharya I & II, Leelavati, Ramanujan and
Harish Chandra) and Foreigner Mathematician (Euclid, Pythagoras and Rene
Decarte)
Nature of Mathematics-Pure and applied Mathematics, role of Induction &
Deduction, intuition and logic in Mathematical thinking, language of Mathematics
Correlation of Maths with other school subject.
Relation and difference between mathematics and scientific knowledge , Values of
teaching mathematics.

UNIT II Aims And Objectives of Mathematics teaching

Aims & objectives of teaching Mathematics at secondary level.

Need for establishing general objectives, objectives in terms of instruction and
behavior,
Writing specific objectives and teaching points of various content area of
mathematics.
Bloom's taxonomy & revised blooms taxonomy. Herbaert & Evaluation approach,
NCERT approach
UNIT- III
Psychology of learning mathematics:

Teaching of mathematical concepts and its principles, comparing and contrasting by

giving comparing and contrasting by giving counter examples.
Recreational aspect of mathematics- Mathematical Games, Puzzles, Riddles, Magic
Squares, and Word search

12 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

Encouraging learners for probing queries, appreciating dialogue among peer group,
promoting students confidence (carrying out some examples from Mathematical
Content areas).
Maths Club, Maths Laboratory, Text book, in mathematics.
Qualities of good mathematics teacher, short cut mutinied in Vedic mathematics.

UNIT IV Approaches and strategies

Approaches of teaching mathematics Inductive, Deductive, Analytical Synthetic,

Heuristic, Project, Laboratory, Problem Solving, Strategies and Tactics for
developing mathematical aptitude in students.
Innovative approaches Team Teaching, Micro Teaching supervised CAI,
programmed Instruction.
Techniques of teaching mathematics- Oral work, Written work, Homework,
Questioning, Drill work, Assignment, Cooperative Learning, Brainstorming, Concept
Mapping .

UNIT V
Curriculum Development in Mathematics
Curriculum Meaning, Objectives, Principles its Types
Organizing it both logically and psychologically according to age group of children
curricular choices at different stages of school mathematics.
Pedagogical analysis of various topics in Maths i.e. Arithmetic, Algebra Geometry etc.
curriculum frame work according policy (National Curriculum Frame work 2005, IEC
1964, NPE 1986).
Evaluation of Mathematics curriculum at different stages,
Defects of existing mathematics curriculum.
UNIT VI Planning , Assessment and Evaluation
Meaning and Importance of lesson plan
Performa of lesson plan (Herbart , Bloom ,RCEM and NCERT approaches)and its
rationale for unit plan and year plan.
Developing low cost improvised teaching aids relevant to local ethos.
Evaluation process of obtaining feedback and evaluation in Mathematics its importance.
Assignments, Achievement tests in terms of psychomotor, cognitive and affective
behavioral developments.
Construction of achievement test, diagnostic test ,speed and power test.
Practicum/ Internal assessment

Microteaching
Construction, Administration and Evaluation of an Unit Test

5 Marks
5 Marks

13 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

Preparation of One Improvised apparatus /

Low Cost Material aid / Working Model
SUGGESTIVE STUDIES

5Marks

Aggarwal, J.C.(2001). Principles, Methods and Techniques of teaching. New Delhi:

Vikas Publishing House Pvt. Ltd.
Arora, S.K.(2000). How to Teach Mathematics. New Delhi: Sterling Publishers Pvt. Ltd.
Bishop, G.D.(1965). Teaching Mathematics in the Secondary School. London: Collins
Publication.
Bhasin, Sonia (2005). Teaching of Mathematics- A practical Approach. Mumbai
:Himalaya Publishing House
Butler H. Charles and Wren F. Lynwood. (1996). the Teaching of Secondary
Mathematics. New York: The Maple Press Company
Dececco, J.P. and Crawford, W. (1977). The psychology of learning and Instruction. New
Delhi: Prentice Mall of India Pvt. Ltd.
Jain, S.L. GanitShikshan. Jaipur : Rajasthan Granth Academy, 1973
Kapur, J.N. (2002). Suggested experiments in school mathematics. New Delhi: Arya
Book Depot.
Kulshreshtha, A.K. (2008). Teaching of Mathematics Meerut: R. Lall Books Depot.
Mangal, S.K. (1981). A Text Book on Teaching of Mathematics. Ludhiana: Prakash
Brothers Educational Publishers.
NCERT, A Text Book of content-cum-methodology of teaching Mathematics, New Delhi
:NCERT
Shah, G.B. (1964) New Dimensions in Teaching Mathematics. Baroda : Faculty of
Education and Psychology,
Sharma, N.R. Ganit Shikshan, Kyun aur Kaise. Agra : Ratan Prakashan Mandir
Siddhu, K.S. The Teaching of Mathematics. New Delhi : Sterling Publication, 1982

PAPER-IV&V

PEDAGOGY OF SOCIAL SCIENCE

Paper Objectives
To enable the pupil teacher to :

Appreciate the importance of integrating the knowledge through multidisciplinary

approach.

14 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

Develop the keen insight of using different strategies, methods and skills for transfer of
knowledge.
Develop the competence of instructional planning.
Develop the skill of using teaching-learning resources and creating instructional material
competently.
Develop the competence of evaluating and assessing the learning of students
Bloom into a confident teacher having authority on subject-matter and its transaction.
Unit I- Social Science As An Integrating Area of Study: Context and Concerns
Rationale of including certain Subjects under Social Science
Difference between Social Science and Natural Science
Uniqueness and Interdependence of Disciplines under Social Science
Objectives of teaching Social Science
Unit II - Instructional Strategies---Methods and Models
Methods : Lecture, Project, Socialized Recitation, Source, Supervised Study
Models: Different Types, Socialized Interaction Model ----Group Investigation, Social
Inquiry, Jurisprudential Inquiry and Laboratory Method Models
Unit III - Lesson Planning
Lesson Planning- Herbartian, Evaluation, NCERT and RCEM Approaches
Unit Plan
Year Plan
Unit IV- Teaching-Learning Resources and Aids in Social Science

Resources : Primary and Secondary, Library, Natural flora and fauna, People,
Institutions
Aids: Atlas, Maps, Globe, Charts, Models, Graphs, Visuals and Audio-Visual
OHP, LCD, Visualizer, Interactive Boards,Multi-Media and Internet
Unit V - Assessment and Evaluation

Purpose, Types, Characteristics, Techniques and Tools of Evaluation, Diagnostic

Evaluation , Remedial Teaching, Continuous and Comprehensive Evaluation (CCE)
Testing Cognition and Testing Performance, Open Book Tests: Strengths and
Limitation

Unit VI Social Science Text Books and Question Papers

Critical Analysis of a Social Science Textbook with reference to Syllabus and

perspective of Student
Critical Analysis of any Social Science Question Paper with reference to testing subject
specific understanding and skill

15 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

Unit VII Teaching-Learning of Geography and Economics

Knowledge of Key Concepts of Geography and Economics subjects at secondary

school level
Skill development of using Globe ,Atlas, Reference books and Text books, drawing
Maps, analyzing data from Field Visits, News, Documents, Journals and Magazines
Interlinking the subject knowledge in such a way that pupil teachers use it in handling
the social issues in a sensible and responsible manner
Unit VIII Teaching-Learning of History and Civics
Knowledge of Key Concepts of History and Civics subjects at secondary school level
Skill development of analyzing Primary and Secondary Data of historical importance
critically , developing oral and written expression and using Timeline in class teaching
of History
Using Social Inquiry Approach and Observation Method for collecting field research
data on Local Government Bodies and political institutions and interpreting the data
for understanding political and civic processes
Practicum/Internal Assessment

Assignment and Presentation with power point

5 Marks
20 hours of social service with any NGO in a project on a social issue
5 Marks
Inter-Disciplinary Project on local issues
5 Marks

SUGGESTIVE STUDIES
Bossing,N.L.(1952): Teaching in secondary schools, New Delhi, Amrind Pub.
Brown ,J.W. , lewic, R.B. and Harceroad F.F. (1977); A V Instruction technology, Media
and methods(5th edition) McGraw hill book company.
Dale , E.(1969): Audio-Visual Methods in teaching, New York, Holt, Rinehart and
Winston.
G. S. Verma : Samajik Vigyan Shikshan , Meerut, Loyal Book Depot
Gurusharan Das Tyagi : Samajik Adhyayan ka Shikshan, Agra, Agrawal Publications
J.C. Agarwal (2006) Teaching of social studies ( 4th edition), Noida, Vikas Publication
House.
PAPER-IV&V

PEDAGOGY OF HINDI LANGUAGE

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16 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

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bdkbZ& r`rh;
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bdkbZ& prqFkZ
17 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

fgUnh eas Jo.k dkSky] iBu dkSky

fgUnh esa ys[kuorZuh dkSky] Hkk"k.k mPpkj.kdkSky
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mudk fuekZ.k ,oa izkklu
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nwjnkZu ij izlkj.k ds fy, fgUnh dh ,d ikB&;kstuk rS;kj djukA
fgUnh dk ,d O;ofLFkr izu&i= rS;kj djukA
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ij v/;;u djukA
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vkykspukRed foysk.k djukA
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ek/;fed Lrj ds Nk=ksa esa fgUnh ds kCn&Hk.Mkj dh o`f} ds mik; ,oa
vH;klA

18 | B . E d . - T w o Y e a r s P r o g r a m m e C o u r s e , C . S . J . M . U . , k a n p u r

vuqeksfnr iqLrdsa
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fgUnh fk{k.k
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fnYyh

PAPER-IV&V

jke kdy ik.Ms;] fouksn iqLrd eafnj] vkxjk

fk[kk prqosZnh] vkj0 yky cqd fMiks] esjB
ch0 ,y0 kekZ] vkj0 yky cqd fMiks] esjB
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jeu fcgkjh yky] jLrksxh ifCydsku] esjB
HkkbZ ;ksxsUnz thr] fouksn iqLrd eafnj vkxjk
y{eh ukjk;.k kekZ] fouksn iqLrd eafnj vkxjk
mek eaxy] vk;Z cqd fMiks] ubZ fnYyh
ghjk yky cNkfV;k] fdrkc izdkku] nfj;k xat] ubZ

PEDAGOGY OF ENGLISH LANGUAGE

Paper Objectives
To enable to student-teacher understand about

The nature, characteristics and the use of English language.

The required skilled and their interlinks for mastering a language.
The various approaches for planning for successful language teaching.
Approaches for teaching different aspects of language.
Aids and other similar available material that could be used for teaching language.
The techniques of obtaining feedback for self-evaluation and evaluation of students
success in learning and using the language.
The study of semantic aspect, the phonetic aspect, the graphic aspect and the phonetic
graphic aspect.
A sound knowledge of teaching technology of the language.

UNIT- I

UNIT II

General consideration
Role of English in Present day India
Position of English in the School Curriculum
Objectives of Teaching English as a second Language ,
General and specific objectives of Teaching English In Schools
Principles of Language Learning And Teaching
Methods of teaching EnglishTranslation Method, Direct Method,
BilingualMethod , Structural Method
Teaching Element of English Language

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UNIT III

Teaching English pronounciation

The phonetic structure of English language
Stress And Intonation
English sound stress and intonation
Teaching English structures
The synthetic structure of English language
Selection and gradation of structure
Presentation and practice of structures
Teaching English vocabulary
Morphological structures of English language
Function and content of words
Presentation and practice of new words

Development of language skills

Importance of listening skill

Aspect of listening
Teacher skill required for developing listening skill description , narration ,
explanation , recitation , singing , and dramatization .
Development of speaking skill
Importance of speaking the skills Aspect of speaking
Teaching skills required for developing speaking skill, organizing a discussion of
conversation asking question, asking probing questions and diagnosing speech
defects.
Development of reading skill
importance of reading skill
teaching mechanics of reading
teaching reading for comprehension
teaching of poetry and Prose
Characteristics of a good English textbook
Teaching skills required for developing reading skill selecting and presenting reading
materials, preparing reading materials asking questions , diagnosing reading
difficulties , organizing practice sessions and organizing reading games
Development of writing skill
importance of writing skill
teaching mechanics of writing skill
Teaching of Composition and Grammar
Teachingskills required for developing writing skill , giving dictation , creating
situation for creative writing and correcting written exercises.
Aims and objectives of teaching spelling methods of teaching spelling

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UNIT IV

Instructional aid for teaching English Importance of audio visual aids

teachingEnglish

use of various audio visual aids in English classroom

UNIT V

Evaluation of language skill

Synchronizing testing tool with the objectives of teaching English

Construction of test items for evaluating students acquisition of listening, speaking
reading , and writing skill English

UNIT VI

The Teacher of English

The qualities of English Teacher
Play way in teaching English
Games organization song poems chief advertizes
Lesson planning
Remedial English

Practicum/ Internal assessment

Microteaching
Construction, Administration and Evaluation of an Unit Test

5 Marks
5 Marks

Preparation of One Improvised apparatus /

2 Marks

in

Low Cost Material aid / Working Model/

Preparation of flash cards for teaching

Co-curricular activities in the subject,

2 Marks

Importance & Need of suggested activities

I.
Class magazine ,
II.
Collection of problems
III.
Idioms poems
IV.
language games ,language lab
V.
Subject room of English its Important, need, necessary equipments.
SUGGESTIVE STUDIES

Bhandari and other : Teaching of English Longmans

Brence: The Teaching of English Abroad , Part I , II ,III
Frisby : Teaching English Longmans
Gokak : English in India
Gurrey , P. Teaching English as a Foreign Language, Longmons

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Menon , T.K.N. and Patel , M. S. - the Teaching of English as a Foreign

Language Acharya Book Depot Baroda
Oconner ,J.D: Better English -- Pronunciation
Thomson and Wyatt : The Teaching of English in India

PAPER-IV&V

PEDAGOGY OF URDU LANGUAGE

Paper Objectives
The pupil teachers will be able

To enable the teacher trainees to acquire knowledge of mother tongue and to familiarize
with the appropriate terminology.
To help teacher trainees acquire a working knowledge of grammatical system in Urdu.
To develop the teacher trainees the ability to write in an appropriate manner for a
particular purpose with a particular audience in mind.
To evaluate various compositions.
To acquire knowledge of teaching and principles of translation.
To observe and demonstrate the teaching skills.
To develop writing habit and skill to explain various methods of writing and to expose
their difference.
To develop awareness of formation of good sentences.
To make teacher aware with the method of teaching language differently.

UNIT-I

ROLE OF LANGUAGE

Language and Society :

Urdu Language & its development
Language in School :
Mother tongue and school language, medium of understanding (child's own language),
importance of Urdu language in curriculum, construction of knowledge and language, a
critical view : difference between Urdu language as a school subject and language as a
medium of instruction and communication, multilingual classrooms, multicultural
awareness and Urdu language.

Constitutional Provisions and policies of Language Education :

Position of language in India, Article 343-351, 350A, Kothari Commission (1964-66),
NPE 1986, POA 1992, NCF 2005.

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UNIT-II

POSITION OF URDU IN INDIA

UNIT-III

Role of Urdu Language in India

Pre and Post Partition :
Different forms of Urdu
Urdu as language of knowledge
Urdu as a first ,second and third language
Urdu at international level
Challenges of teaching and learning Urdu
AN OVER VIEW OF LANGUAGE TEACHING

Different approaches/theories of language learning and teaching

Philosophical, social and psychological basis and approaches of language acquisition and
language learning.
Whole language approach
Constructive approach
Multilingual approach
Methods of Language Teaching :
Grammar cum translation method
Direct method
Natural method
Communicative approach
Teaching Aids
UNIT-IV
NATURE OF LANGUAGE

Aspects of Linguistic behaviour :

Pronunciation - linguistic diversity, impact on Urdu speech and writing

Speech and writing

Linguistic system :

The organisation of sounds, the structure of sentences, concept of grammar, nature and
structure of meaning, basic concept of phonology, morphology and semantics, discourse.
UNIT-V

ACQUISITION OF LANGUAGE SKILLS

Grammar in context, vocabulary in context

.
Acquisition of language skills

Listening and speaking, reading and writing

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Listening and speaking : Tasks, materials and resources for developing listening and
speaking skills.
Story telling, dialogues, situational conversations, role plays, simulations, speech, games
and contexts, language, laboratories, pictures and multimedia resources.
Reading : Sub skills of reading, importance of understanding the development of reading
skills, reading aloud and silent reading skills; reading extensive and intensive reading,
study skills, using dictionary and encyclopedia.
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 skills; stud skills; higher order skills.

UNIT VI Lesson Planning and Evaluation

Practicum/ Internal assessment

Microteaching
Construction, Administration and Evaluation of an Unit Test
Assignment and Presentation with power point

5 Marks
5 Marks
5 Marks

SUGGESTED STUDIES

Teaching of Urdu
Method of Teaching Urdu
How to teach Urdu?
How to write Urdu?
Poetry and Teaching of Poetry
Teaching of Language

PAPER-IV&V

SaleemFarani
FakhrulHasan
MoulviSalim Abdullah
Rasheed Hasan Khan
Akhtar Ansari
Moulvi Abdul Hai

PEDAGOGY OF LANGUAGE SANSKRIT

Paper Objectives

To understand the different roles of language.

To understand the role and importance of Sanskrit.
To understand Sanskrit teaching at different levels.
To understand about the methods of teaching Sanskrit.
To develop required skills and their interlinks
language.
To understand and prepare various kinds of lesson plans.
To appreciate the use of audio-visual aids and ICT.

for

mastering

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UNIT-I

The techniques of obtaining feedback for self evaluation and evolution of students
success in learning and using for language.
Role of Sanskrit language

Introduction of Sanskrit language.

The nature of Sanskrit and its Phonology, Morphology and Syntax.
The importance of Sanskrit in Indian Society and its place in the curriculum- Primary,
Junior High school and secondary education levels.
Charactristics of Sanskrit language.

UNIT-II

Importance of Sanskrit language

Sanskrit language and literature.

Importance of teaching Sanskrit in India.

Co-relation of Sanskrit with other school subjects.
Curriculum of Sanskrit.

UNIT-III Aims and objectives of Sanskrit language teaching

Aims of teaching Sanskrit.

Aims of teaching Sanskrit at different levels.
Meaning of teaching objectives.
Difference between teaching Aims and teaching objectives.
General Principles and maximum of class teaching in Sanskrit.

UNIT-IV

UNIT-V

Language teaching
Methods of teaching Sanskrit
The Pathsala methods, The Text book method, The Direct method, Explanation
method, The Electic method, true conversational method, Herbertian method,
Language laboratory method, Transtation method.
Aims and method of teaching-Prose, Poetry, Grammar, Composition and translation.
Teaching techniques in Sanskrit.
Language teaching Skills

The nature of language skills and their interrelationship means of developing language
control-oral work and speech Training and writing, memorization skills in Sanskrit.
Task skills- A story telling, dialogues, situational Conversations, role plays picturs.
Micro teaching skills-Introduction, Questioning and black-board writing.
Co-Curricular Activities in Sanskrit.

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UNIT-VI
Teaching of different forms of Sanskrit literature

UNIT-VII

Importance of Lesson Plan

UNIT-VIII

Lesson planning in Sanskrit teaching.

Types of lesson planning.
Lesson plan of Prose, Poetry, Drama, Grammar, Translation, Composition,
Rapid Reading.
Micro teaching plans-its nature, needs objectives, merit and demerits.
Forms of Lesson plan.
Different approaches a Lesson plan

Development and Analysis of syllabus and textual materials

A comparative analysis of various aims of teaching Sanskrit.
Text book-Criteria of a good text book-A Critical Suggestion for improvement.
A Critical Appraisal of Sanskrit syllabus for different stages.

UNIT-IX

Teaching learning Materials and Aids

Innovations in teaching of Sanskrit.

Audio-visual aids and their importance in the teaching of Sanskrit related cocurricular activates.
Scope of experiment studies in the teaching of Sanskrit.
Principles and practice in preparation of instructional materials for pupil with team
teaching, programmed teaching, computer assisted, teaching, micro teaching, skills
teaching.

UNIT X

Objectives and methods of teaching different froms of Lesson-Prose,Poetry,

Grammar,Translation,Composition,Drama,Rapid-Reading.

Assessment & Evaluation its Role and Importance

Evaluation in Sanskrit-New type test and other devices

Diagnostic evaluation and remedial teaching in Sanskrit.
Evolution of integrated lesson plan of teaching skills.
Measurement- meaning , types and levels , functions.
Techniques and tools of evolution.

Practicum/ Internal assessment

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Microteaching
5 Marks
Construction, Administration and Evaluation of an Unit Test 5 Marks
Assignment and Presentation with power point
5 Marks
Discussion on Sanskrit teaching problem in class room.
Remedial work in speech training-Practice in effective speech, oral skills, speech
recoding practice and improvement.

SUGGESTIVE STUDIES

Apte, D.G. and Dongre, P.k- Teaching of Sanskrit in secondary school, Acharya book
Depot,Boroda,1980.
Bokil,V.P.andPorasnik, N.k-A new Approach to Sanskrit, LokaSangaha, Poona.
Chaturvedi,R.s- Sanskrit ShikshanPadhati.
Govt.of India-Methodology of teaching and training in Higher Education,Delhi,2000
Mishra, Prabhakar - Sanskrit Shikshanvidhi.
Pandey Ram Sakal - Sanskrit Shikshanvidhi, VinodPustakMandir Agra.
Safaya, Raghunath - Sanskrit Shikshanvidhi, PanjabKitabGhar Jalandhar.
Sharma, Anita Sanskrit ShikshanAnushandhanPrakashan, Kanpur.
Singh,Karan Teaching of Sanskrit, GovindPrakashan, Lakhinpurkhiri.

PAPER IV &V

PEDAGOGY OF FINE ARTS

Course Objectives:To enable the student teacher toGet acquainted with importance of art and its place in curriculum.
To understand the concept of representing models and imagination.
To get acquainted of methods of teaching of Fine Arts
To correlate of fine Arts with other school subject.
To get acquainted with practical skill in fine arts.

Course Content

The Nature and scope of Arts.

Importance of Arts and its place in the curriculum of Primary, Junior High school and
Secondary Education level.
Aims of teaching Arts.
Curriculum course of study in Arts: Levels critical appraisal of the existing syllabus in
art suggestion for improvement.
(a) Methods of teaching Arts . (b) Free Expression, Representation, Designing and clay
modeling at various stage. (c) representing modele and imagination .(d) Lesson
Planning

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Correlation of Arts with other school subjects.

Audio Visual aids and their use in teaching of Arts.
Text books , criteria of good text book in Arts , A critical appraisal of present text
books in Art suggestion for Improvement .
Art Room, its need , equipment and decoration .
Different type of tests , their construction and administration testing practical skill in
Arts.

Practicum/ Internal assessment

Microteaching
5 Marks
Construction, Administration and Evaluation of an Unit Test 5 Marks
Assignment and Presentation with power point
5 Marks

PAPER-IV&V

PEDAGOGY OF HOME SCIENCE

Course Objectives
To enable the pupil teacher to:1.
2.
3.
4.
5.
6.

Appreciate the need for learningHome Scienceeither as separate disciplines or as any

.integrated discipline
elop knowledge about the basic principles governing the construction of DevHome
Science.
room skills needed for teaching of-elop the classDevHome Scienceeither as a separate
. or as an integrated discipline using modern methodology
.Acquire the complete plan for instruction
resources for curricular activities and community-Develop the ability to organise co
promotingHome Science. learning
.Acquire the ability to develop instructional support materials

Unit I1. Concept and meaning of Home Science.

2. Aims of Home Science.
3.
fPlace oHome Science.in school curriculum
4. Curriculum : courses of study inHome Science.
5. . Knowledge of the subject matter content up to high school
Unit II1.

main objectives of prepairing curriculum ofHome Science.

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2. Aims of teaching Home Science at secondary level students.

3. A critical appraisals of the existing syllabus in Home Science ,suggestion for
improvement .
4. Correlation of Home Science with other schoolsubject.
5. Teaching techniques of Home Science .
UnitIII1. General principles and method of teaching Main methods of teaching Home Science :Discussion , Laboratory , Demonstration
,Field Trip, Project , ProblemsSolving Group Work ,and Assignment .
2. Concept of micro teaching ,How a teacher can develop micro-teaching skills .
3. Experimental subjects teaching of Home Science .
4. Budgeting .
5. Planning for home management.
UnitIV
1.
2.
3.
4.
5.

Audio Visual aids and their use in teaching Home Science.

Accessory articles teaching in Home Science .
Food ,Nutrition &Health, Malnutrition .
Principles of Physical&MentalHealth.
Lesson planning in teaching Home Science.

UnitV
1. TextBook: Criteria of a good text book in Home Science , Criticalapprasial of the present
text book in Home Science , Suggestion for improvement .
2. Home Science room , its need , organization and equipment .
3. Qualities . science teacher-of a good home
4. Home Science.teacher as extension workor
UnitVI1. Need ofHome Science. teaching for boys also
2. .Home science teaching in context of family & group
3. Evaluation in teachingHome Science.Meaning , Aims and Procedure ,
Different type of tests Essay type , Short Answer type and Objective type,Their
constrution and administration ,Testing practical work in Home Science .
4. .preparation of achivment test
Practise Teaching will be organized for pupil teacher ,Supervisor should be subject teacher.
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Practicum/ Internal assessment

Microteaching
5 Marks
Construction, Administration and Evaluation of an Unit Test 5 Marks
Assignment and Presentation with power point
5 Marks

SUGGESTIVE STUDIES

R.S.andeyP.ideal homes for india

R.R. Kumari -New home for new india
David Winter craft -Modern home
Grelham publishing house The complete home book (vol I)
Grelham publishing house The complete home book (vol II)
Robinson Oxford -science of the home (part I, II,&III) The
Most &Summer LongmansHouse hold management
-The teaching of domestic science
Deolkar Durga -Science for teaching of house science subject in school
Fundamentals of teachingHome Sciencedra, Anupama Shah, Uma JoshiArvinda Chan

PAPER-IV&V

PEDAGOGY OF MUSIC

Course Objectives :To enable the student teacher to Know the importance of music.
Get acquainted with curriculum with different stages.
Teach general principles of raga.
Get acquainted with practical skill.
Use audio-video aids in music.
UNIT-I

Meaning, Nature and scope of music

The need for teaching the subjects under music (vocal, instrumental, dance etc) in school.
Different forms of music- Indian (Hindustani & Karnataka) and Western.

UNIT-II

The importance of music and its place in the curriculum of Primary, Junior High School
and Secondary Education levels.

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 Correlation of music with other school subjects.

UNIT-III
Aims of teaching music.
Principles of designing music curriculum- Classical, Light, Film and Folk Music.
Song for school children.
UNIT-IV

Instructional strategies and methods.

Strategies for teaching music in terms of specific methods like lecture, lecture cum
discussion, demonstration, practice, heuristic, dramatization, project, workshop, seminar
etc.
UNIT-V

Objectives of teaching music- specifications to clarify planning viz- Unit & lesson plans.
Micro teaching lesson plans for developing the skills in teaching.
General principles of teaching Rags, Tals, Melodic grace devices Tune and Rhythm
perception.
UNIT-VI

Audio Visual Aids and their use in teaching music.

Text Books- Criteria of a good text book in music, a critical appraisal of the present text
books in music, suggestions for improvement.
UNIT-VII

Music Room- Its equipment and organization.

Different types of tests, their construction and administration. Test in practical skill in
music.
UNIT-VIII
Knowledge of subject matter concept upto High School.
Functional Knowledge

Demonstration- Participation and performance in any one (Vocal, Instrumental or

Dance).
Repair and taking care of minor problems in musical instruments.
Identifying and recognising different music forms and performance of artists (Vocal,
Musical Instrumental, Dance form with the help of slides and audio visual aids).
Practicum/ Internal assessment

Microteaching
5 Marks
Construction, Administration and Evaluation of an Unit Test 5 Marks

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Assignment and Presentation with power point

PAPER-IV&V

5 Marks

PEDAGOGY OF COMMERCE

Paper Objectives

Appreciate the importance of integrating the knowledge through multidisciplinary

approach.
Develop the keen insight of using different strategies, methods and skills for transfer of
knowledge.
Develop the competence of instructional planning.
Develop the skill of using teaching-learning resources and creating instructional material
competently.

Unit-I

Nature and scope of commerce.

Importance of commerce and its place in the curriculum.

Aims of teaching commerce.

Unit-II

Curriculum: Course of study in commerce, a critical appraisal of the existing syllabus: in

course, suggestions for improvement.

(a) Methods of teaching commerce, (b) exploitation of local resources in the teaching of
commerce visit of officers and factories, (c) Lesson planning.

Unit-III

Correlation of commerce with other school subjects.

Audio-visual Aids and their use in teaching of commerce.

Unit-IV

Text books, criteria of good text books in commerce, critical appraisal of the present text
books in commerce, suggestions for improvement.

Commerce room: Its need organization and equipment.

Unit-V
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Different type of test (Essay type, short answer type and objective) their construction and
administration.

Knowledge of the subject matter content up to high school.

Practicum/Assignment

Assignment and Presentation with power point

20 hours of services as a project work on commercial issues in local society

Inter- Disciplinary Project on local issues

PAPER VI

LANGUAGE PROFICIENCY IN ENGLISH

Paper Objectives
To enable the student teacher to

Communicate Correctly and confidently.

Develop language proficiency.
Develop skill of presentation techniques.
Visit and learn to use language laboratory.

UNIT- I

Spoken English/ Phonology- Speech mechanism and the organs of Speech,

consonant, vowels, Diphthongs, phoneme, stress, Intonation, Understanding
phonetic symbols.

Importance of language skills- How to develop Proficiency in Speaking & writingthe Listening ability- the reading ability.
Interdependence of the four language skills.

UNIT- II

UNIT- III

Constituents of the Technical communication, word formation, Prefix & Suffix;

Synonyms and Antonyms; Homophones; One word substitution, Paragraph
development.
Techniques and Methods Inductive, Deductive, Spatial, Linear, Chronological
etc.

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UNIT- IV

Forms of Technical communication different type of letters, Job applications&

Resumes, Reports: Types, significances, structure, style & Writing of Reports.

Presentation Techniques, Meaning, Importance and use of presentation. Tips for

good oral delivery, Debates, elocution, speeches, group discussion, non-verbal
communication techniques, audio visual Presentation, Power point presentation,
Art of delivery.
Visit of Language Laboratory, Importance & Meaning of Language laboratory.

UNIT-V

SUGGESTIVE STUDIES

Boveethill & E. Schatzman : Business communication Today- Pearson

Education (Singapore) 2003.
Menon, T.K.N. and Patel , M. S. - The Teaching of English as a Foreign
Language- Acharya Book Depot Barod
Gurrey, P, Teaching English as a Foreign Longmons.
Oconner,J.D: Better English - Pronunciation
Meenakshi Raman & Sangeeta Sharma, Technical Communication-Principles and
Practices- Oxford University Press 2007, New Delhi.
Barun K. Mitra, Effective Technical Communication- Oxford University Press
2006, New Delhi.
Raymond V. Lesikar, Marie E. Falteley: Basic Business Communication- Tata
McGraw Hill Publishing Company Limited , 2002.

PAPER VII

HEALTH AND PHYSICAL EDUCATION AND YOGA

Paper Objectives
The pupil teacher will be able to

understand the concept of holistic health, its various dimensions and determinants and
the importance of sports and yoga for development of holistic health;
Develop positive attitude towards health as individual and be collectively responsible to
achieve it;
Equip them to know their health status, identify health problems and be informed for
taking remedial measures;
Make them aware about rules of safety in hazardous situation (illness, accident and
injury) and equip them with first aid measures about common sickness and injuries;

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Encourage them to learn and to form right habits about exercise, games and sports, sleep,
rest and relaxation;
Sensitize, motivate and help them to acquire the skills for physical fitness, learn correct
postural habits and activities for its development;
Create interest for the practice of yogasanas and meditations through which they learn the
skills/art of self-control, concentration, peace

UNIT - I EDUCATION AND PHYSICAL EDUCATION

Meaning and definition of Physical Education, its aim and objective and misconception
about physical Education. Need, importance and scope of Physical Education in the
Modern Society and its relationship with General Education.

UNIT- II
BIOLOGICAL
EDUCATION

AND

SOCIOLOGICAL

BASIS

OF

PHYSICAL

Growth and Development, Differences between growth and development, Factors

affecting growth and development. Age and Sex differences in relation to Physical
activities and Sports.
Physical education & sports as a need of the society. Physical activities and Sports as a
mens cultural heritage

UNIT-III HEALTH EDUCATION

Concept of health, importance, dimensions and determinants of health;Health needs of

children and adolescents, including differently-abled children
Understanding of the body systemskeleton, muscular, respiratory, circulatory and
digestive in relation to health fitness, bones, muscles and joints, their functions,
Effect of exercises on circulatory, respiratory and muscular system

UNIT-IV NUTRITION
Balance diet, its elements and sources, factors affecting Balance diet, Importance
ofBalance diet.
Practices related to food hygiene, malnutrition, including obesity, food and waterborne
and deficiency diseases and prevention
Dangers of the use of alcohol, nicotine, narcotics and drugs
UNIT

-V
YOGA
The meaning and definition of Yoga, scope of yoga, aims and objectives of yoga.
Misconception about yoga, schools of yoga.
Therapeutic Values of Yoga, Yoga and mental health.

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UNIT VI PRINCIPLES OF YOGIC PRACTICES

Concept & Kinds of Yogic Practices: Asana, Pranayama, Kriya, Bandha, Mudra, Dhyana.
Asana: Definition, Scope and Laminations of Asanas- Classification of AsanasMeditative Asanas- RelaxativeAsanas- Cultural Asanas Step by Step Performance of
Asanas Safety Measure and Precautions while performing Asanas.
Pranayama Meaning different Phases in Pranayama Practices: Puraka (Inhalation),
Kumbhaka (Retention) and Rechaka (Exhalation)
Practical

Basics of track and field (Proficiency, Track events, Rules & regulations)) Gymnastics;

Select any two games, one from each group of the following two groups

Group A
o Basketball, Cricket, Football, Handball, Hockey, Kabaddi, Kho-Kho Volleyball

Group B
o Badminton, Gymnastics, Judo, Lawn Tennis, Swimming, Table Tennis Wrestling

Learning and performing of basic yogic activities

SUGGESTIVE STUDIES

Bucher, C.A., and Wuest, D.A., Foundations of Physical Education, Exercise Science,
and Sport(15th Edition), Tata McGraw Hill Companies, Inc., New York, 2010

Gautam G.P. and Uppal A.K.,Physical Education and Health, Friends Publications,
New Delhi, 2000

Kamlesh M.L.,Understanding Physical Education and Sports, Friends Publication,

Delhi, 2005

Singh Ajmer et. al., Essentials of Physical Education,Kalyani Publishers, Ludhiana,

2006

ikdZ] ds-] lkeqnkf;dLokLF; foKku ifjpkfjdkvksa ds fy,] cukjlhnklHkuksr] tcyiqj] 2009.

vxzoky] ih-lh-]VsDlVCkqdvkWQdE;wfuVhgsYFk] [kjcqDl] Xokfy;j] 2013.

Gupta M.C, and Mahajan B.K.,Textbook of Preventive and Social Medicine (4th Ed.),
Jaypee Brothers, New Delhi, 2013

PAPER VIII

INFORMATION AND COMMUNICATION TECHNOLOGY

Paper Objectives :

The student teachers will be able to acquire knowledge of computer, understand the
basics of computer.

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Understand the concept, need and impotence 0f ICT.

Acquire the skills of operating a computer in teaching learning activities.
Understand feature of MS Word, PowerPoint and Excel.
Acquire skills in accessing World Wide Web. And internet.

UNIT-I

ICT meaning, importance and tools of ICT.

Relevance of ICT in education [Radio, Television, Computer].
Use of Audiovisual Media and Computers.
Role of ICT in Construction of Knowledge.

UNIT-II BASICS OF COMPUTER

Computer- Definition, Main Units.

Characteristics, Classification of Computer.
Computer Hardware-input-output devices.
Functional knowledge of operating computer.

UNIT-III

Memory of computer: Primary and secondary.

Introduction to operating Systems. (Windows)
Feature of Windows,
Utility of Windows.

UNIT-IV

Introduction to application software.

Word Processing, use of Power Point, Access, Excel.
Computer as a learning tool - Browsing of Internet. Survey of Educational
sites, Downloading relevant material,
Data Base management, Virus management.

UNIT- V

Use of technology in classroom ,

Concept of technology in education, components- Hardware and Software ,
Difference between software and Hardware and its use in formal and non formal
Education.
Hardware Technology Important Accessories and their Application Radio , T.V.
, O.H.P. ,L.C.D. , Projector , CCTV Use of Strategies like teleconferencing ,
Programmed instruction ,CAI ,CAL .

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Practicum

Create learning materials for multimedia presentation for class.

Prepare slide show for class room use.
Plan and execute project (using computer)
Create a digital Unit Plan [Teachers multimedia Presentation in her selected
pedagogy subject]

SUGGESTIVE STUDIES

Dr. Goyal V.P. Internet Zane Mangaldeep Publication Jaipur

Dr. J.S. Walia. Educational Technology Paul Publications Jalandhar, Punjab
Dr. Nag Pal, D.P. Computer Course. Wheeler Publishers, 2000. Pvt. Ltd.
Dr. V.K. Rao. Handbook of High-Tech Teaching and Learning.
Kokila, S. Thangasamy. Instructional Technology and curriculum Neel Kamal
Publications New Delhi.
Kumar, Gaurav. (2014). ICT, Skill Development. Patiala: 21st century publication.
Kumar, Khusvinder& Kumar Sunil. (2004). Computer Education. GBD Publications.
Rajaraman, V. (2004). Fundamental of Computers. New Delhi Prentice Hall of India
Sharma Lalit. (2006). Computer Education- FirojpurCantt. Wintech Publications.
Singh, Tarsem. (2009). Basic Computer Education. Ludhiana- Tandon Brothers.
Singh, Tarsem. (2009). ICT. Skill Development. Ludhiana: Tandon Brothers.
Sinha, P. K. (1992). Computer Fundamentals. New Delhi BPB Publication.
PAPER -IX

(a)

OBSERVATION (ONE WEEK BEFORE INTERNSHIP)

Activities of School- Teaching and Non-Teaching (eg. Librarian, time keeper, etc)
Various Functions of teacher in the school
Various Functions of Principal (Administrator) in the school.
Bio-geo-socio-cultural Analysis of the school.
Submission of a comprehensive report of the observation by the observer to the
concerned subject teacher .
(b) Internship and practice of teaching (1 month )
Attendance of Student (Maintaining Register)
Leave Application
Preparation of different Notices
Duty register
Preparation of Teachers Diary - Syllabus Division
One criticism Plan Teaching in each teaching subject.

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