North Maharashtra University, Jalgaon.

Broad Structure of the B.Ed.(General) Course

(In force from the academic year 2008-09 )

Area Courses Marks Clock

Hours

A Pedagogical Theory

Paper – I
Teacher and Education in the 100 80
Emerging Indian Society

Paper - II
Psychology of Teaching and Learning 100 80

Paper - III
Foundation of School Practices and 100 80
Special Fields of Education

Paper - IV
Information and Communication 100 80
Technology and Research

Paper - V
Content Cum Methodology of School 100 80
Subjects - I

Paper - VI
Content Cum Methodology of School 100 80
Subjects - II

Total under Area A 600 480

Practical
B Test and Tutorials
1. Test - 2 50 50
2. Tutorials - 12 50 50
Total Under Area B 100 100
Area Courses Marks Clock
Hours

C I) Core Training Programme

a) Micro Lessons No. 16 50 125
b) Integration Lessons No. 04 20 75
c) School Practice Lessons 10 in each 80 250
method of school subject
Total Lessons = 20

I) Practical Work related to theory

papers
Paper - II 25 25
Paper - IV 25 25
Paper - V & VI 25+25 50

III) Working with the Community

a) S.U.P.W. 20 25
b) Social Service 20 25
c) Co-curricular Activities 10 20

IV) Internship 50 100

Total Under Area C 350 750

D Computer Examination 50 --
Total under Area D 50

Total Grand Area = A + B + C + D 1100 1300

Details about Practicals :

1. Paper - II Practical - Psychology Experiment Total : Five
2. Paper - IV Practical will be related to computer:- Ten
3. Paper – V & VI
i) CCM Workshop (Three days)
ii) Preparation and Administration of unit plan test,
Blue print
Any one practical for each method
-------------******------------
 North Maharashtra University, Jalgaon.
B. Ed. (General) Revised Course

Title : Title of the degree shall be Bachelor of Education.

Elegibility for Admission :

Candidate should have passed the Bachelor's Degree of this university
(from 1995) or a university recognized by this university, in any faculty with
at least 45% marks and should have offered at least one school subject at the
first and / or second degree level as principal or subsidiary of allied or
optional subject. (School subjects means the subject included in the
syllabus of secondary and higher secondary level in the Maharashtra State.)
Selection Procedure :
Admission to the eligible candidates will be given as per the selection
procedure laid down by the State Government from time to time.
Norms for appearing at B.Ed. Examination :
Student teachers should have kept two terms with at least 80% attendance of
theory periods in college. He should have completed all the practical work
to the satisfaction of the principal. He should have obtained such certificate
from the principal of the college. Unless and until he obtains such a
certificate he will not be allowed to appear for University examination.
Practical Work and Compulsory Work :
A) Attendance of Demonstration and Discussion lessons inclusive of
Micro lessons.
B) Observation of teaching as follows -
Every student shall observe -
1. Micro-lessons 16 (4 in each skill)
2. Integration lessons 04 (2 in each method subject)
3. Class room lessons 20
C) Training Programme
Every student shall conduct -
1. Micro - lessons 16 (4 in each skill

N.B. Each micro lesson shall comprise of -

a. either teach or re-teach of 5 to 7 minutes.
b. critique of 10 to 15 minutes.

2. Integration lessons 4 (2 in each method subject.

N.B. Teaching of 15 to 20 minutes and crituque of 20 minutes.

3. School practice lessons at least 30 minutes and critique of 20 minutes
for each lesson.
a) 20 lessons in total are to be distributed over standards V to X in any
recognized schools selected by the principal with approval of the
Management Council of this University.
b) As far as possible lessons shall be distributed equally between two
method subjects, but no less than 8 lesson in any one subject.
c) Students with Post Graduate Degree (at least second class) may be
allowed to give 8 lessons in their specialized subject on Std. XI & XII out of
20 classroom teaching lessons provided there in provision of teaching that
method at B. Ed. level.

D)Internship :
Every student should complete internship programme satisfactorily
given in schedule.

E)Computer Practical :
Every student should complete computer practical and maintain a
journal as given in practical of paper IV.

F)Psychological Experiment :
Every student should complete psychological experiments and
maintain a journal as given under paper II.

G)Practical Work related to paper V & VI :

Every student should complete practical works related to Content-
Cum-Methodology of school subjects.

H)Working with Community :

Every student should complete all the practical regarding working
with community decided by the college.

Course Examination :

A) The examination of B.Ed. degree will consist of two parts.

Part - I : External Examination in theory courses 600 Marks
Part - II: Internal Assessment and Practical Examination (Area
B, C & D) 500 Marks
 B) Allotment and distribution of marks :

The B.Ed. Examination will be of 1200 marks. These marks

distributed under the four areas as follows :
Area - A: Written external examination will consist of six theory
papers each of three hours duration and 100 marks
each. Total marks 600.

Area - B Internal Assessment of theory courses

i) Tests - 2 : 50 marks
ii) Tutorials - 2 : 50 marks
------------
100 marks
Area - C Internal Assessment

I) Core training programme

a) Micro lessons No. 16 : 50 marks
b) Integration lessons No. 04 : 20 marks
c) Practice lessons No. 20 : 80 marks
-----------
150 marks
II) Practical work related to theory papers : 100 marks

III) Working with the community

a) S.U.P.W. : 20 marks
b) Social Service (Camp) : 20 marks
c) Co-curricular Activities : 10 marks
-----------
50 marks
Area Computer Examination : 50 marks
-----------
50 marks
Total Marks 1100 marks

Medium of Instruction :
The medium of instruction at the B.Ed. course will be Marathi or
English. However the medium of instruction for the courses content cum
methodology in English, Hindi and Urdu will respectively be English, Hindi
and Urdu
The candidate appearing for the B.Ed. examination will have the
option of answering all papers of Part - I either in English or in Marathi.
Answers to some of the papers may be written in Marathi and same in
English.
Theory : External written examination of theory courses 600 marks .
Candidates admitted will be examined in the following courses.

1. Teacher and Education in the Emerging Indian Society

2. Psychology of Teaching and Learning
3. Foundation of School Practices and Special Fields of Education
4. Informational and Communication Technology and Research
5. * Content cum methodology of school subjects - I
6. * Content cum methodology of school subjects - II
* The student must offer two school subjects out of following
subjects i.e. Marathi, Hindi, English, Urdu, Sanskrit, History, Geography,
Mathematics, Science, and Commerce.

Practical : Practical Internal Assessment of theory courses.

Candidates will be assessed in -

Area - B a) Tutorials in theory courses 12 50 marks

b) Tests (Not less than two) 50 marks

Area - C I) Core training Programme 150 marks

a) Micro lessons No. 16 50 marks
b) Integration lessons 4 20 marks
c) School Practice Lessons 20 80 marks
(at least 8 in each method subject)

II) Practical work related to theory papers

a) Paper I 20 marks
b) Paper II 20 marks
c) Paper IV 20 marks
d) Paper V & VI 40 marks
III) Working with the Community
a) S.U.P.W. 20 marks
b) Social Service Camp 20 marks
c) Co-curricular Activities 10 marks

IV) Internship 50 marks

Area - D External Examination 50 marks

b) Computer examination 50 marks

 The candidate will be examined by the external examiner
assigned by university authority.
Standard of Passing :

To pass the examination a candidate must obtain at least 50% marks in

each head under two parts.

Heads :

Theory Area A (I to VI) Courses

Practical Area B (VII) Tests and Tutorials
Area C (IX) Practical work related to
theory papers.
(X) Working with community
(XI) Internship
Area D (XII) Computer Exam

Such of the candidate who appeared for Theory and Practical at one
and the same time and obtained 70% marks in aggregate shall be declared to
have passed the examination with First Class with Distinction.

Out of the remaining successful candidates who obtained 60% marks

in aggregate shall be declared to have passed the examination in First Class.

Out of the remaining successful candidates who have obtained at least

50% marks in theory and practical in aggregate shall be declared passed in
Second Class.
There will be no Pass Class.

All the remaining candidates shall be declared to have failed.

To pass the whole examination a candidate must pass Theory and
Practical separately and also in the twelve heads of passing.
A candidate who has passed the examination in theory and practical,
minimum difference 15% is allowed in practical marks in relation to
marks in theory, execs marks obtained in practical will be reduced.

The candidates who have obtained minimum 50% or more marks in

any heads of passing but failed in the examination shall be eligible to claim
exemption in such head/heads. Candidates claiming exemption will not be
eligible for first class with Distinction and position in the merit list.

----------*****----------
 Schedule - I
Training Programmes

a) Micro Lessons :

The programme comprises of practicing four skills of teaching from

the following list.

I. Stimulus Variations
II. Explanation
III. Questioning
IV. Narration
V. Demonstration
VI. Black Board Writing
VII. Lesson Planning
VIII. Set Induction
IX. Closure
X. Use of ICT

Four lessons per skill are to be given by the student teacher i.e. he/she
has to conduct 16 micro-lessons.
For the teaching Communicative Language Teaching, the following actions
are recommended: - i) Eliciting
ii) Pair work/Group work
iii) Using English
iv) Communicative activities
v) Using Visuals.
The student teacher has conduct to lessons of any four activities.

b) Mode of conducting Micro lessons :

Teach and re-teach session of micro lessons shall be conducted on

two different peer groups. Opportunity for feedback shall be given
immediately after teach in critique sessions. Teach and re-teach
sessions shall not be conducted on one and the same group.

c) Integration Lessons:

After mastering 4 skills, the student teacher has to give 4 lessons

each of 15 to 20 minutes in integration of skills followed by
critique session of 15 to 20 minutes.
d) School Practice Lessons:

Each student teacher shall have to give 20 practice lessons in school

(not less than 8 lessons in any one subject). Theses lessons are
to be conducted on the school classes from std. V to XII However those
who want to specialize for higher secondary classes may give not more
than 8 lessons on XI & XII.
 Schedule – 2
Working with community
Every college will have to take decision of their own, regarding actual implementation of the programme.
Guideline is given as under.
Area – B Working with the Community:
Activity Objectives Work-situations Procedure Evaluation of students
performance
Area- A type To enable student teacher i)Conducting surveys Teaching the students
City/Village i) to understand needs a) The local community. teacher in the techniques of i) Rating done by the
Development aspirations & problems of the b) The agencies working for the conducting surveys
Programme. weaker section of the development of community. &preparing reports. Supervising teacher
community. ii) Running of the following type i) Actual conduct of the educators.
ii) To understand the efforts of agencies of development. surveys & preparation of the ii) Sociometric
being done by a) study centre for the school report. technique.
Government/Voluntary going children. ii) Discussions of teacher iii) Self evaluation by the
institutions to help the weaker b) Adult education centre. educators &student teachers student teacher.
sections. c) Non-formal education centre. regarding the latter are
iii) to organize programmes for d) Primary Health Service Centre. participation in the
the development of these people. e)Local Library programmes of the
iv) Co-ordinate educational and f) Cultural Activities Centre. development agencies.
developmental programme. g) Sports Centre. iii) Training of the student
h)Co-operative stores, etc. teacher through simulation &
role playing.
iv)Evaluation of the total
programme through
discussions, questionnaire
Technique etc.
Activity Objectives Work-situations Procedure Evaluation of students
performance
Area- B type To enable student It is expected that the i) Analysis and Through
any activity. teachers programme should be a interpretation of data a) Attitude through
i) To sort out continuous one. As such regarding types of informal observations by
the most the first phase will be productive work going the teacher educator
useful types conduct of the possible on the community. during visit to work
of the programme. The next three ii) Observation and places and discussions
productivity phases will concentrate the interviews of the held in the college.
work for implementation part only. workers. b) Skills-as reflected in the
community. i) Analysing the iii) Training of illustrative products.
ii) To observe data collected student teacher in
the workers at through some of the skills of
work surveys. the selected type of
iii) To learn some ii) Visits to the work.
of their skills. work places and iv) Discussions of
iv) To understand houses of the student teachers with
the life style workers. teacher's educator
of the iii) Apprenticeship regarding the life style
concerned under a skilled of the workers.
workers. worker.
 Schedule – 3
Internship Programme

Mastery of teaching is not enough to be a successful teacher. Teacher

has to shoulder many responsibilities other than teaching. The pre-service
training will be complete only if the trainee will be introduced and guided
such responsibilities. So there is a need of inclusion of Internship in B.Ed.
course. B.Ed. is a professional course, in order to become an effective
teacher the trainee has to go under the able guidance of trained teacher in the
school. The purpose of the programme is to prepare the trainee
professionally competent.

Objectives:

1. The trainee will be able to communicate the information regarding

duties of the teacher other than teaching.
2. The trainee will be able to plan and execute the work done by the
teacher.
3. The trainee will be able to plan and organize the co-curricular
activities.
4. The trainee will be able to make familiar with the qualities of a
successful teacher.
5. The trainee will be able to prepare positive attitude towards teaching
profession.

Structure of the Internship Programme :

Place of Internship:
Internship programme should be organized in the practicing school of
the concerned college. The programme will be chalked out in consultation
with the Head Masters of the concerned practising school. The college
should send the students in groups. There will be no choice of school to the
trainee.

Time:
The trainee should be made familiar with teaching skills internship
should not be introduced prior to the implementation of practice lessons. The
trainee should be sent to the school for internship only after the completion
of Micro-teaching. Evaluation workshop and six practice lessons should be
taken before Internship. Internship should be organized in the month of
Nov./Dec./Jan. The college should plan in such a way that the groups of
trainees should be sent for internship. If trainee fails to attend the Internship
in planned schedule, he should be sent in the subsequent group.
Period :
Group teacher will be there with concerned group during Internship.
1. Plan the schedule before time.
2. Group teacher and group will convene the meeting with Head master
and the Supervisor of the school.
3. The Head-master will communicate in the meeting about the school
time-table, traditions of schools, school-discipline and nature of work
to be done by the trainees.
4. The group-teacher will express the expected co-operation from the
school e.g. The trainees should be given all experiences.
5. Teacher should guide the students.
6. Teachers are expected to observe three lessons of each student and
give feedback suggestions.

Work to be done during Internship :

1. Practice teaching and lesson observation of the methods.

2. Preparation of unit plan and unit test.
3. Assessment of answer books and preparation of result.
4. Plan the schedule of practice lessons.
Student should seek guidance from trained teachers having five years
teaching experience who will observe their lessons.
5. Student teacher will observe three lessons of experienced teacher and
maintain the record in observation diary. Take the signature of the
concerned teacher in observation diary.
6. Take the attendance of the class ( 2 days)
7. Demonstrate at least two lessons of value education, work experience
and social service.
8. Organize one of the following programmes for students of the school.
e.g. Competition, variety entertainment programme, exhibition.
9. Assess at least one tutorial/ Home assignments of school student
related with trainee's method.
10. Visit to the Library, Laboratory and Computer Lab of the school and
see there the record of maintenance in the register.

Plan of Action to be done during Internship :

No.of Days Activity

Day 1 st Attend the morning assembly of the school.

 Observe a lesson of the school – teacher.
Observe the school.
Practice teaching, lesson observation.
Day 2 nd Begin your class with a prayer, Attendance of students
Practice teaching, lesson observation.
Planning of cultural activity.

Day 3 rd Practice teaching, lesson observation.

Observe second lesson.
Preparation of cultural activity.
Day 4 th Administer a test to students.
Practice teaching, lesson observation.
Visit to the Lab/Lib.
Preparation of outline for cultural activity.
Day 5 th Prayer, Attendance.
Practice teaching, lesson observation.
Administration of Psychological Test.
Starting of cultural activities.
Day 6 th Prayer.
Practice teaching, lesson observation.
Vote of thanks to the Head-master, Supervisor, teacher
for the co-operation for Internship.
Cultural Activities :

Celebrating days : Birth/Death anniversary, National

festivals, Maths day, population day, Geography day,
Environmental day.
Competitions : Elocution , Essay, Drawing, Handwriting,
Fancy dress, Sports.
Variety entertainment programme : Group dance, group
songs, one act play, street play etc.
Quiz : Prepare questions related to all subjects
A Specimen of result sheet for test :

School _____________________

Std. _______ Div. ________ Subject ____________

Teaching topic:
Sr.No. Name of the Student Question wise marks Total Marks
1.
2.
3.
 4.
5.

Students passed –

Students failed –

Students absent –

Mean of the group –

Signature

Report Writing :
• It includes the live experiences in the
school,school,plant,facilities and difficulties.
• Attach a sheet of programmes took under value Education.
Social service, work experience.
• It includes a school programme starting assembly till end.
E.g. prayer student – teacher relationship.
Attach a test result.
Submit the report after/before a week of Internship.

------*****------
 North Maharashtra University, Jalgaon.
Syllabus of B.Ed. Course
Paper I
TEACHR AND EDUCATION IN EMERGING INDIAN SOCIETY

Objectives -
To enable student teacher to -
1. Understand nature of Indian Society, Past, Present and emerging.
2. Understand meaning and goals of education
3. Understand the inter-relation between the goals of life and goals of
education.
4. Understand the Concept of Social Change and role of education in
bringing out the Social Change.
5. Acquaint with the agencies of education and their role.
6. Appreciate Contribution of Indian and Western educationists.
7. Understand the Problems relating to education of the disadvantaged
group of Indian Society.
8. Acquaint with the Social aspects of education.
9. Understand the nature of teaching profession and the role of teacher in
shaping the emerging Indian Society.
10.Understand the Concept and need of total quality management and
role of teacher as a leader.

Unit 1 : EDUCATION
a) Meaning and Concept of education from Indian and Western
point of view.
b) Goals of education with Special references to i) Mudaliyar
Commission, ii)Kothari Commission, iii) National Poliy on
Education 1986, iv) Revised National Policy on 1992.

Unit 2 : INDIAN SOCIETY

a) Nature of Ancient Indian Society -
Varnas, Ashramas, Rinas, Four fold goals of life.
b) Goals of Education in Colonial India.
c) Present Indian Society - Nature, various Divisive and Unifying
forces influencing this present Indian Society (Social,
Economical, Political, Religious, Linguistic and Regional)
d) Nature of Indian Society envisaged in the preamble of Indian
Constitution.
e) Nature of Emerging Indian Society 2000 onwards.
Unit 3 Education for Social Change
a) Concept of Social Change
b) Role of education in promoting desired Social Change
c) Factors influencing Social Change

Unit 4 School and Community

a) School as a Social institution as a formal agency of education
and its functions.
b) Inter dependence of School and Community- School as
community development centre in Urban and Rural Society.
c) Social and other informal agencies - family, peer groups,
reference group, Cultural Organization and Mass Media

Unit 5 Role of Educational Thinkers in Social Change.

a) Western thinkers - 1. Russeau 2. John Dwey
b) Indian thinkers – 1.Mahatma Jyotiba Fule
2. Mahatma Gandhi

Unit 6 Social Aspects of Education

a) Importance of Women's Education and provisions for women's
education.
b) Equalization of Educational Opportunities (need and
provisions)
c) Value Education (Concept, need, ways)
d) Education for National Integration
e) Education for Modernization and Globalization.

Unit 7 Teacher and Teaching Profession

a) Characteristics of a good teacher
b) Developing abilities to face coming challenges and manage
Stress.
c) Nature of Teaching Profession
d) Ethics and Code of Conduct for a teacher
e) Changing Role of Teacher in 21st Century

Unit 8 Total Quality Management

a) Concept and Need of Total Quality Management.
b) SWOT analysis for Personal Development
c) Characteristics of TQM
 Recommended Books and References

1. The teacher and education in Emerging Indian Society, NCERT

(1983)
2. Teacher and education in Indian Society - J.C.Arawal.
3. Education in Ancient India - Altekar A.S.
4. Education in the Emerging Indian Society - Brahrua Kigraj.Bana
5. Philosophical and sociological bases of education -Bhatia K.K. & Narang
C.L.
6. Education and Human Resource Development - Rao V.K.R.V., Asia
Publishing house, 1966
7. Education in Emergency Indian society - J.P. Naik
8. Formal, non formal education - J.P.Naik
9. Sociological Approach to Education - S.S. Mathur
10. Human values and education - S.P. Ruhela
11. Educational philosophy and sociology - J.S. Walia
12. Future Studies - B.K. Passi & Sahoo
13. Future class rooms in India - R.P. Singh - Vikas Publishing house.
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Paper II
PSYCHOLOGY OF LEARNING AND TEACHING
Objectives :-
To enable the Student teacher -
1. To get acquainted with the meaning , nature of learning and
teaching.
2. To understand the development of the learner and its importance in
learning process with special reference to childhood and
adolescence period.
3. To understand the need of guidance and counselling of
adolescence.
4. To understand the mature of personality individual differences and
mental health.
5. To understand the need of identifying learner with special needs.
6. To understand the nature, types and distribution of intelligence.
7. To understand group structure and dynamics.
8. To understand the process of learning and higher mental processes
involved in learning.
9. To understand the principles of teaching to facilitate learning.
10. To apply the knowledge of various psychological experiments,
tests in the School Situation.

Unit 1:- Psychology of Learning and Teaching.

1.1 - Meaning, nature and scope of Psychology of Learning and
Teaching
1.2 Use of Psychology of Learning and Teaching
1.3 Methods of Studying Learner's Behaviour -
a) Objective observation
 b) Experiment method
c) Case-Study

Unit-2 :- Development of Learner

2.1- Concept and General Characteristics of Development
2.2- Characteristics of Later Childhood and Adolescence period with
reference to -
a) Physical development
b) Cognitive development
c) Emotional development
d) Moral and Social development
2.3 Educational Importance of Later Childhood & Adolescence
2.4 Guidance and Counselling to Adolescent

Unit 3 :- The Learner as an Individual

3.1 Concept of Personality.
3.2 Factors influencing development of Personality (Genetic and
Environmental)
3.3 Characteristics of Integrated Personality
3.4 Individual Differences - meaning and causes.
3.6 Maladjustment among Learners - meaning, nature and causes.
3.7 Stress Management - concept, causes, types & management

Unit 4 :- Learners with Special Needs

4.1 Needs, Problems and Suggestions to-
a) Physically Disabled Child (Orthopedic and Sensory)
b) Mentally Retarded Child
c) Learning Disabled child
d) Gifted Child
4.2 Juvenile Delinquency - meaning, nature, causes and preventive
measures.

Unit - 5 :- Intelligence
5.1 Concept of Intelligence.
5.2 Theories of Intelligence (Spearman's Two Factor Theory,
Theory of J.P. Gilford, Gardners Theory of Multiple
Intelligence)
5.3 Measurement of Intelligence and Educational Importance of
measuring Intelligence.
5.4 Emotional Intelligence - concept , nature, development of E.Q.
and educational importance.
Unit -6 :- Group and Classroom as Group
6.1 Meaning and Characteristics of Group
6.2 Causes of Group Formation
6.3 Concept of Group Dynamic
6.4 Classroom as Group - Characteristics
6.5 Meaning of Leadership and Characteristics of a good Leader

Unit 7 :-Learning and Teaching.

7.1 Learning - concept, nature and characteristics of Learning
Process
7.2 General Principles of Learning Methods (Trial and Error,
Conditioning, Insight learning)
7.3 Gagne's Theory of Learning.
7.4 Factors influencing Learning - related to learner
7.5 Measurement of Learning - Learning Curve, Plateau stage,
Educational Importance of Learning Curve
7.6 Transfer of Learning - meaning, types and educational
importance.
7.7 Teaching - concept, Glaser's Basic Teaching Model.

Unit-8 Mental Process Related to Learning

8.1 Attention - a) Meaning, nature types and characteristics
b) Factors affecting learning (Internal &
External)
8.2 Sensation and Perception -
a) Meaning and process.
b) Principles of perceptual formation
(including Gestalt view)
8.3 Concept Formation - a) Meaning and Process.
b) Educational Importance
8.4 Thinking - a) Meaning, characteristics
b) Types of Thinking.
8.5 Memory- a) Meaning and process of memory
b) Forgetting - Meaning and causes of
Forgetting.
8.6 Motivation – a) Concept and types
b)Maslow's Hierarchy of needs.
c) Techniques of enhancing
Learner’s motivation in classroom.
8.7 Creativity - a) Meaning and nature.
b) Stages involved in creativity.
c) Nourishment of Creativity.
 PRACTICAL WORK -C-II

*Experiments in Psychology :
a) At least five experiments and one psychological test should be
performed from the following list.
b) A journal is to be maintained by each Student.
c) Experiment batch should not be more than 20 students.
d) The psychological test should be administered by the Student-teacher
during the internship programme.
e) Each experiment should be valued out of 30 marks.

* Distribution of Marks :-
i) Aim, procedure and observations - 7 marks
ii) Introspection and Conclusion marks - 8 marks
iii) Educational implications marks -15marks

* List of Experiments –

A] Compulsory :

Sr. Topic Aim Apparatus

No.
1. Learning a] To Study the process of Dr. Gopal Swami's
process (and learning by trial and error Start pattern,Stop-
Transfer of method. watch,bell.
Learning) b] To Study possibility of
bilateral transfer of
learning
2. Concept To Study the process of Sets of Cards with
Formation Concept Formation different figures
Stop Watch.

B] Optional (Any Three):

1. Fatigue To Study the effect of Mulitplication test

fatigue by contineous Sheet, Stop watch,
mental work. bell.
2. Suggestion To determine A Sufficiently large
Suggestibility index picture, A set of
questions [Some of
them should be
 Suggestive]
3. Imagination To Study the constructive Cards containing
imagination nouns and verbs,
stop watch.
4. Imagery To study the process of list of various
imagery words as per type
of imagery

C] Psychological Test :

Sr. Topic Aim Apparatus

No.
5. Measurement of To Study the Standardized test
Intelligence. natural with necessary
phenomenon of apparatus and
intelligence manual.

Recommended Books and References

1 Deccaco John P, The psychology of learning and instructions ,

Prentice Hall India, 1971.
2 Dash Murlidhar, Educational psychology,Deep and Deep
publishers,Delhi, 1988.
3 Emotional Intelligence, Dyanial Goleman.
4 Counselling and Guidence - Rao.
5 Walia, Foundations of Educational psychology, Paul publishers,
Jallunder.
6 Rastogi K.G,Educational psychology, Rastogi publications,Meerut Ed.
1st 1983.
7 Galloway William and Klausmier H.J.Facilite Student learning ,
Harper and Row publication, New York, London 1975.
8 Chauhan S.S., Advanced Educational psychology, Vikas publishing
House Pvt. Ltd., New Delhi.
9 Howard Gardner, (1985), Frames of Mind, New York: Basic Book
Inc.Publisher.
 10 Sigmand Fraud, Joseph Breuer, Studies in hysteria, Shreejee Book,
New Delhi.
11 Sigmand Fraud, A general introduction into psycho analysis,
Washington Square press, New York.
12 ‡ãñŠ.ÌÖãè. ‡ãìŠß‡ãŠ¥ããê , Îãõàããä¥ã‡ãŠ
½ãã¶ãÔãÎããÔ¨ã, ÑããèãäÌã²ãã ¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ.
13 Ìãã.¶ãã ªãâ¡ñ‡ãŠÀ, Îãõàããä¥ã‡ãŠ Ìã
¹ãÆã¾ããñãäØã‡ãŠ ½ãã¶ãÔãÎããÔ¨ã, ÑããèãäÌã²ãã
¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ.
14 ¡ãù. Ö.¶ãã. •ãØã¦ãã¹ã, Îãõàããä¥ã‡ãŠ
½ãã¶ãÔãÎããÔ¨ã , ‚ã¶ã½ããñË ¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ
15 ‡ãŠÀâªãè‡ãŠÀ ÔãìÀñÎã, Îãõàããä¥ã‡ãŠ
½ãã¶ãÔãÎããÔ¨ã , ¹ãŠ¡‡ãñŠ ¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ.
16 ‚ãã¹ãŠßñ, ºãã¹ã›, ãäÎãàã¥ããÞãñ
½ãã¶ãÔãÎããÔ¨ããè¾ã ‚ããä£ãÓŸã¶ã, ãäÌã²ãã
¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ.
17 ¹ããÀÔã¶ããè¾ã ¶ã.Àã., ¹ãÆØã¦ã Îãõàããä¥ã‡ãŠ
½ãã¶ãÔãÎããԨ㠂ããä£ãÓŸã¶ã, ¶ãì¦ã¶ã ¹ãƇãŠãÎã¶ã,
¹ãì¥ãñ.
18 ‡ãì⊡Ëñ ½ã.ºãã., Ôã•ãöãÎããè˦ãã, ¶ãì¦ã¶ã
¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ.
19 ¡ãù. ‚ãÀãäÌã⪠ªì¶ããŒãñ, Îãõàããä¥ã‡ãŠ Ìã
̾ããÌãÔãããä¾ã‡ãŠ ½ããØãêÎãö㠂ãããä¥ã
Ôã½ãì¹ãªñÎã¶ã,
ãä¶ã¦¾ã¶ãì¦ã¶ã ¹ãƇãŠãÎã¶ã, ¹ãì¥ãñ.

Paper III

FOUNDATIONS OF SCHOOL PRACTICES AND SPECIAL FIELDS

OF EDUCATION

Objectives:
To enable the pupil teacher-
1. To acquaint with the process of teaching and communication in the
school.
2.To acquaint with organization and administration of different activities
in school.
3.To familiarize with some problems of secondary and higher secondary
education.
 4.To develop skills for computing important statistical measures and their
application in school situation.
5.To explain the importance of discipline and student welfare activities.
6. To acquaint with special fields of education. i.e. Population Education,
Adult Education, Environment Education, Health Education.
7.To acquaint with various agencies and institutions any national and
state level concerned with higher education.

Unit -1 Teaching Process and Techniques

a) Concept, Scope and Nature
b) Principles of Teaching and Maxims of Teaching
c) Communication - Concept, Nature, Process, Modes, Channels

Unit – 2 Evaluation
a) Concept, Principles and Educational Importance
b) Aspects of Evaluation Process
i) Educational Objectives
ii) Learning Experiences
iii) Tools of Evaluation
c) Tools of Evaluation - Qualitative & Quantitative

Unit – 3 School Management, Organization and Administration

a) Concept, Nature and Difference.
b) Purpose & Types of Administration.
c) Modern School Discipline - Concept, Nature and Ways to maintain
Discipline

Unit - 4 Administrative Machinery for Secondary & Higher Secondary in

Maharashtra State
a) Structures of School Education, Ministry, Secretary, Directorate,
District
b) M.S. Board of Secondary and Higher Secondary Education
c) M.S. Bureau of Text Book Construction & Research
d) Secondary School Code

Unit - 5 Statistical Measures

a) Fundamental Concepts
b) Measures of Central Tendency
c) Measure of Variability
d) Coefficient of Co-relation
e) Percentile & Percentile Rank
 f) Standard Score - Z score and T-score

Unit - 6 Educational Institutions at the State & National level

a) S.C.E.R.T.
b) N.C.E.R.T.
c) C.B.S.E.
d) N.C.T.E.

Unit -7 Secondary & Higher Secondary Education

a) With reference to Curriculum, Language & Vocational Education and
Recommendation:
i) Mudliar Commission
ii) Kothari Commission
iii) N.P.E. of 1986 & 1992
b) Problem & Evaluation
i) Crowded Classes
ii) Distortion in Qualitative Development

Unit - 8 Special Fields of Education

a) Concept, Need & Teaching through various school subjects:
i) Environment Education
ii) Population Education
iii) Health Education
iv) Education for Human Rights
v) New Trends in Education - Personality Development &
Disaster Management.

Recommended Books and References

1.Bhatia and Bhatia , Principales and Methods of Teaching

2.S.K.Kocher, Methods and Techniques of Teaching.
3.J.C.Agrwal, Principales and Methods of Teaching
4. W.N.D andekar,Evaluation of Schools
5. Kochar , School Organization
6. Rita Sharma, Adult Education
7. Saffaya ,Current problems in education.
8. Kundu, Adult Education
9. SeemaYeole, Educational Technology.
10. Usha Sharma Educational Technology.
11. Agrawal J.C., Educational Technology.
12. ‡ãì⊡Ëñ ½ã.ºãã. ‚㣾ãã¹ã¶ã ÎããÔ¨ã Ì㠹㣪¦ããè
13. ªãâ¡ñ‡ãŠÀ Ìãã.¶ãã., Îãõàããä¥ã‡ãŠ ½ãìʾã½ãã¹ã¶ã,
14. Þããõ£ãÀãè Á.Øããñ., Îãõàããä¥ã‡ãŠ Ôã½ãÔ¾ãã Ìã
Îãõàããä¥ã‡ãŠ ¹ãÆÎããÔã¶ã
15. Øãã•ãÀñ,ãäÞ㛥ããèÔã,¹ãã›ãèË, ãäÎãàã¥ããÞãñ
‚ããä£ãÓŸã¶ã
16. Øãã•ãÀñ,ËÌã¥ãñ,¶ãã¶ã‡ãŠÀ,¹ãìÀããä¥ã‡ãŠ,ÎããËñ¾ã
¹ã£ª¦ããèÞãñ ‚ããä£ãÓŸã¶ã, ¼ããØã 1 Ìã 2
17. Þããõ£ãÀãè ¹ããè.†Ôã., ÎããËñ¾ã ãäÎãàã¥ããÞãñ
½ãìËã£ããÀ
18. ‡ãŠª½ã,Þããõ£ãÀãè, Îãõàããä¥ã‡ãŠ ½ãìʾã½ãã¹ã¶ã
19. ãäÎãÌã¥ãñ‡ãŠÀ Ë.½ãã., ½ã㣾ããä½ã‡ãŠ ãäÎãàã¥ã
ÔãâÀÞã¶ãã Ìã ‡ãŠã¾ãù㣪¦ããè
20. ãäÎãÌã¥ãñ‡ãŠÀ Ë.½ãã., ‚㣾ãã¹ã‡ãŠ ¼ãîãä½ã‡ãŠã Ìã
‡ãŠã¾ãÃ

Paper - IV
INFORMATION COMMUNICATION TECHNOLOGY &
RESEARCH
Objectives :
To enable pupil teacher -
1. To acquaint teacher trainees with different parts of computer system
and their functions.
2. To develop vocabulary of information communication teaching (ICT)
among teacher trainees.
3. To develop proficiency in handling of office tools & various software
tools among teacher trainees.
4. To create awareness among teacher trainees about ICT related to
Internet.
5. To aware teacher trainee about use of proper research method for
solving a particular educational problem.
6. To motivate the teacher-trainee how to solve their own problem at
school level.
7. To motivate the teacher-trainee to solve problem with the help of
action research.
8. To realize importance action research.
9. To help to understand educational technology.
10. To help to understand educational technology and information and
communication technology in education.
11. To obtain total perspectives of the role of technologies in Modern
Educational Practicals.

UNIT : 1 Fundamentals of Computer

1.1 History of Computer,
1.2 Definition of Computer,
1.3 Generation of Computer - First, Second, Third, Fourth.
1.4 Types of Computer- Mini, Micro, Mainframe, Super.
1.5 Block diagram of Computer and its function
1.6 Peripheral, devices - Floppy Drive, CD drive
1.7 Input devices - Keyboard, Mouse, Webcam, Joystick, Touch screen,
Light pen, Pen drive.
1.8 Output devices - Monitor, Printer - Dot Matrix , Inkjet, Laser,
Scanner, Fax, Multifunctional User.
1.9 Storage Devices - Floppy, CD, DVD
1.10 Meaning of following terminology :
RAM, Desktop, Icon, Windows, Recycle Bin, Clicking, Dragging,
Dialog Box, Dropping, Graphical User Interface.
1.11 Operating System : Application Software, System Software, Concept
of Hardware, Networking Functioning, Various Operating systems -
DOS, Windows, UNIX.
1.12 Virus and its Management.
 UNIT : 2 ESSENTIALS OF SOFTWARE TOOLS
2.1. Use of windows,Concept of file and folders
2.2. MSPaint Features - General and Special
2.3. M.S.Word Features - General and Special
2.4. M.S. Excel Features - General and Special
2.5. M.S.Powerpoint Features - General and Special

UNIT : 3 ONLINE EDUCATION

3.1 Concept of Internet and its Use
3.2 E-Learning - Meaning, concept, merits and demerits
3.3 Different modes of E-Learning
3.4 Tele-Conference (internet mode)
3.5 Video-Conference (internet mode)
3.6 Virtual Classroom
3.7 Concept and need of On-line Courses

UNIT : 4 APPLICATION OF COMPUTEER AND MULTIMEDIA

IN EDUCATION
4.1 Use of computers and multimedia in teaching-learning process
4.2 Use of computers for examination
4.3 Use of computer in Education to - students, teachers and process of
Education
4.4 Computer aided instruction
4.5 Computer assisted instruction (Lesson Planning)
4.6 Advance Computer assisted instruction

Unit : 5 EDUCATIONAL TECHNOLOGY

5.1 Concept, Meaning and Nature of following:
a) Technology in Education
b) Technology of Education
c) Educational Technology
5.2 Educational Technology Approaches and their Application in
Learning and Teaching
a) Instruction Approach
b) Behavioural Approach
c) Difference between Hardware and Software
d) Use of Educational Technology in Teaching and Learning

UNIT:6 INFORMATION & COMMUNICATION

TECHNOLOGY.
6.1 Concept, Nature, Scope, Need and Importance Information and
Communication Technology
6.2 Uses of ICT in Teaching and Learning
6.3 Innovations in Educational Technology

UNIT: 7 EDUCATIONAL RESEARCH

7.1 Concept of research
7.2 Types of research
a) Historical research - Concept, steps and importance
b) Survey - Concept types and importance.
c) Experimental - concept, steps, various experimental
designs.(Single & Equal )
d) Qualitative research-concept and difference between qualitative
& quantitative research

UNIT: 8 ACTION RESEARCH

8.1 Meaning scope and importance of action research
8.1 Characteristics of action research & various fields of action
research
8.2 Steps of action research.

AREA D - PRACTICAL WORK

Note – Students should save all the practical performed by himself

in CD/Floppy)
1. Use of Paint to prepare various diagrams for practice teaching
2. Use of Paint to prepare Block Diagram of computer
3. Use of MS Word to prepare Personal Profile
4. Use of MS Word to prepare Article using various features
5. Use of MS Excel to prepare Mark sheet with Graph ( Min. 10
students)
6. Use of MS Excel for Statistical Analysis on any topic e.g. Monthly
Attendance Report
7. Use of MS PowerPoint to prepare Lecture Note with using Paint
8. Use of MS PowerPoint to prepare Lecture note on any topic with
using Hyperlink
9. Internet Surfing for educational sites (Min. 10)
10. E-Mail

Recommended Books and References

1. Advanced Microsoft Office 2000 – Flynn, Meredin and Rudkosky,
Neetha H. (2000), New Delhi B.P. B.
2. Excel for Windows’ 95 – Instant Reference – HERGERT, Douglas A.
(19992), SYBEX INCORPORATED
3. Multimedia Technology and Applications – HILLMAN, David
(1998), New York: Delmar Publishers
4. Windows 98 for Dummies – RATHBONE, Andy: IDG Books
Worldwide
5. Computer Fundamentals – NAGPAL D.P. (2001) – New Delhi:
Wheeler Publishing
6. Computer Primer – RAJRAMAN, Ed.2, New Delhi: Prentice Hall of
India Pvt. Ltd.
7. Windows for Dummies – RATHBONE, Andy, Delhi: Pustak Mahal,
8. Computers Today. SANDERS, Donald H. (1988), New York,
McGraw Hill Book Co.
9. Computer Fundamentals – Concepts, Systems and Applications,
SINHA, P.K. (1992), New Delhi, BPD Publications.
10. Internet with Web Page/Web site Design Bible – UNDERDAHL,
Brian and UNDERDAL, Keith (2000), New Delhi, IDG Books India
Pvt. Ltd.
11. lax.kd ifjp; : izk- uanfd’kksj nk;ek]
fon;k izdk’ku] ukxiwj-
12. jkT; mn;kps] lax.kdkps : fnid
f’kdkjiwjdj] dkWUVhusaVy izdk’ku] iw.ks-
13. ljLorh dkWEiqVj dkslZ : laiknd − lkS-
es?kuk dqyd.khZ] ljLorh xzaFk HkkaMkj]
iq.ks-
14. d dkWEiqVjpk − jfoanz nslkbZ] jktgal
izdk’ku] iq.ks-
15. dkWEiqVjpk okVkM;k − ‘kf’kdkar xktjs]
furhu izdk’ku] iq.ks-
16. uksVl QkWj dkWEiqVj dkslZ − eks?ks]
QMds] Vol. III,IV,IX, lezkV izdk’ku] eqacbZ-
17. baVjusV ,d dYio`{k − ys- eksgu vkiVs]
jktgal izdk’ku] iq.ks-
18. csfld dkWEiqVj dkslZ − QMds] eks?ks]
lezkV izdk’ku] eqacbZ-
19. Training Guide – Microsoft Office – 2000, BPB Publication, Delhi.
20. M.SOffice Manual – Dr. A.M.Malhotra, Bright Currier, Delhi.
21. MS-CIT – Book – Marathi & English
22. Best J.W. & Kahan – Research in Education, Percentile Hall, New
Delhi.
23. Sukhia, Maharotra – Elements of Education.
24. Corely – Action Research.
25. Kulkarni S.k. – Educational Technology.
26. eqGs] mekBs − ‘kS{kf.kd la’kks/ku
27. ikjluhl − ‘kS{kf.kd la’kks/ku
28. c-fc-iaMhr − d`rh la’kks/ku
29. egkjk”V jkT; ‘kS- vuq- ifj”kn − d`rh
la’kks/ku-
30. ikB; iqLrd eaMG iq.ks − d`rh
la’kks/ku-
31. lhkek ;soys − ‘kS{kf.kd ra=foKku-
32. g-uk- txrki − ‘kS{kf.kd ra=foKku-

-----*****-----
 COURSE V AND VI
CONTENT CUM METHODOLOGY OF SCHOOL
SUBJECTS

Teacher trainee should select any two school subject for course V and
VI. These school subjects are Marathi (CM-1), Hindi (CM2), English
(CM3), Urdu (CM4), Sanskrit (CM5), Geography (CM6), History (CM7),
Mathematics (CM8), Science (CM9), and Commerce (CM10).

Practical Work (Area – D for All CM)

One Practical is to be completed by Student Teacher on first School
Subject and one on second school subject from the following, which is
assessed by the College as internal work.

1. To prepare content analysis on your school subject for any one

standard V to XII as following
a) Meaning & Nature of CCM
b) Need & Importance of CCM
c) Steps of CCM
d) Curriculum, Syllabus & Textbook
e) Principles of Designing Curriculum
f) Approaches of Curriculum
2. To prepare and administer Unit Plan and Unit Test and submit the
report
 AaSayayau@ta AQyaapana paQdtaI à marazI

{i_YTo : à
1. AaSayayau@ta AQyaapanaaMcaI saMklpanaa samajaUna
GaoNyaasa pa`iSaXaNaaqaI-Mnaa madta krNao.
2. maataRBaaYaocao mahtva samajaUna GaoNyaasa
pa`iSaXaNaaqaI-Mnaa madta krNao.
3. marazI maataRBaaYaa mhNaUna AQyaapanaacaI {i_YTo
samajaUna GaoNyaasa madta krNao.
4. maaQyaimak AaiNa {cca maaQyaimak staravarIla marazI
maataRBaaYaocao AByaasak`ma inaiScataIcaI tatvao
samajaUna GaoNyaasa pa`iSaXaNaaqaI-Mnaa madta
krNao.
5. maaQyaimak AaiNa {cca maaQyaimak staravarIla marazI
maataRBaaYaocao AQyaapana krNyaasa AavaSyak
kaOSalyaaMcaa ivakasa krNao.
6. maataRBaaYaocyaa AQyaapanaasaazI {payau@ta
zrNaa%yaa AQyaapana paQdtaI AaiNa taM~ao yaaMcaa
paircaya kr}na doNao.
7. maaQyaimak AaiNa {cca maaQyaimak staravarIla marazI
AByaasak`maataIla gaV vaaÈmaya pa`karaMcaI sqaUla
AaoLKa kr}na doNao.
8. maaQyaimak AaiNa {cca maaQyaimak staravarIla marazI
AByaasak`maataIla paV vaaÈmaya pa`karaMcaI sqaUla
AaoLKa kr}na doNao.
9. maataRBaaYaocao AQyaapana pairNaamakark
haoNyaasaazI pa`iSaXaNaaqaI-Mnaa saXama krNao.
10. AiBavya>I, SauQdlaoKana, saja-naSaIla laoKana
yaaba_lacaI jaaNaIva inamaa-Na krNao.
11. marazIcyaa AQyaapanaacao inayaaojana AaiNa
maUlyamaapana pa`iSaXaNaaqaI-Mnaa krtaa yaavao
yaasaazI saXama banaivaNao.

ivaBaaga à A
GaTk 1 : AaSayayau@ta AQyaapana paQdtaI saMklpanaa va
svar}pa
1.1. paaSvaBaUmaI, saMklpanaa, svar}pa
1.2. maataRBaaYaocao sqaana va savaa-MgaINa mahtva
1.3. maataRBaaYaocaa Anya ivaYayaaMSaI samavaaya
(saMskRta, [Mga`jaI, ihMdI, [itahasa, BaUgaaola, iva&aana,
gaiNata va saMgaNak)
1.4. maataRBaaYaocaI saMrcanaa
GaTk 2 : maataRBaaYaocyaa AQyaapanaacaI {i_YTo
2.1 BaaiYak kaOSalyaaMcaa ivakasa (Ea`vaNa, BaaYaNa,
vaacana, laoKana)
2.2 vyaapak ó vaaÈmayaIna {i_YTo (saaihtyaacaI AavaD,
Baavanaa ivakasa, ivacaarSa>Icaa ivakasa, saaOMdya-
ga`hNa Xamataa vaaZivaNao, saja-naSaIlataa, vya>Imatva
ivakasa, rsaasvaad)
2.3 vaga- AQyaapanaacaI {i_Yto AaiNa spaYTIkrNao
GaTk 3 : maataRBaaYaocaa AByaasak`ma
3.1 maaQyaimak AaiNa {cca maaQyaimak staravarIla
maataRBaaYaa AByaasak`maacaI tatvao.
3.2 AByaasak`ma, paazyak`ma, paazyapaustak Aqa- va
svar}pa
3.3 AaSaya ivaSlaoYaNaacaI saMklpanaa, garja va {i_YTo
3.4 caaMgalyaa paazyapaustakacao inakYa
GaTk 4 : marazI AQyaapanaacyaa ivaivaQa paQdtaI va taM~ao
4.1 paQdtaI à vyaaKyaana paQdtaI, kqana paQdtaI,
pairsaMvaad paQdtaI, saMBaaYaNa paQdtaI.
4.2 taM~ao pa`Sna taM~a, paya-vaoiXata AByaasa taM~a,
naaTyaIkrNa taM~a, bauQdImaMqana taM~a, saaMiGak
AByaasa taM~a,

ivaBaaga à ba
GaTk 5 :
5.1 gaV vaaÈmaya AQyaapanaacaI saMklpanaa va hotaU.
[yattaa 5vaI tao 12vaI paya-Mtacyaa AByaasak`maataIla
gaV vaaÈmaya pa`karacaI sqaUla AaoLKa.
5.2 gaV vaaÈmaya pa`kar à Sabdica~a, AatmavaRtta,
Aatmacair~a, laGauinabaMQa, lailata inabaMQa, vaOcaairk
gaV, pa`vaasavaNa-na, naaTk, naaTyaCTa, baKar,
ekaMikka, cair~a.
GaTk 6 :
6.1 paV vaaÈmaya AQyaapanaacaI saMklpanaa va hotaU.
6.2 paV vaaÈmaya pa`kar à saMtakavya, paMtakavya,
SaaihrI kavya, BaavagaIta, laaokgaIta, saunaIta, mau>CMd,
naaTyagaIta.
GaTk 7 : vyaakrNa
7.1 Sabdivacaar à ivakarI, AivakarI Sabd
7.2 vaa@yaivacaar à vaa@yaaMcao r}paaMtar,
vaa@yapaRqqakrNa, vyaakrNa caalaivaNao.
7.3 SabdisaQdI à tatsama, tad\Baava, parBaaiYak ,
{pasaga-ta GaiTta, pa`tyaya GaiTta,
saamaaijak Sabd, samaasa, AByasta Sabd.
7.4 gaV AaiNa paVataIla frk.
7.5 AXargaNavaR<ao à BaujaMgapa`yaata,
vasaMtaitalaka, iSaKarNaI, paRqvaI, maMdarmaalaa
7.6 maa~aavaR<ao à Aayaa-, idMDI, navavaQaU
7.7 CMd à ABaMga, AaovaI
7.8 AlaMkar à SabdalaMkar :à Anaupa`asa,
yamak , SlaoYa,
Aqaa-laMkar :à {pamaa, {tpa`oXaa,
svaBaavaao>I, caotanagauNaao>I, r}pak
7.9 SabdSa>I à AimaQaa, laXaNaa, vyaMjanaa.
7.10 rsa AaiNa kavyagauNa.
7.11 vaa@pa`caar, mhNaI
7.12 vyaakrNaacao AQyaapanaacao hotau AaiNa
AavaSyaktaa.
7.13 vyaakrNaacao kayaa-tmak svar}pa AaiNa AQyaapana
paQdtaI.

GaTk 8 : maataRBaaYaocaa AQyaapak

8.1 maataRBaaYaocaa AQyaapakacao gauNa.
8.2 maataRBaaYaa AQyaapanaacaI saaQanao
8.2 maataRBaaYaocyaa AQyaapanaata hstapauistakocao
mahtva.
GaTk 9 : laoKana
9.1 SauQdlaoKanaacao inayama (masaapacao SauQd
laoKana ivaYayak inayama)
9.2 AnaulaoKana, Ea`RtalaoKana
9.3 inabaMQalaoKana, klpanaaivastaar, pa~alaoKana,
rsaga`hNa, saaraMSalaoKana, jaaihrata laoKana

ivaBaaga à k
GaTk 10 : maataRBaaYaocyaa AQyaapanaacao inayaaojana va
maUlyamaapana.
10.1 vaaiYa-k inayaaojana, GaTk inayaaojana, paaz
inayaaojana.
10.2 BaaYaa pa`yaaogaSaaLa garja va mahtva.
 10.3 naOdainak ksaaoTyaa va {pacaaratmak Aqyaapak.
ivaBaaga à D
pa`atyaiXak kaya- :à
1) AaSaya ivaSlaoYaNa (5vaI tao 12vaI cyaa marazIcyaa
kaoNatyaahI eka paazyak`maacao)
2) GaTk inayaaojana, GaTk caacaNaI, saMivaQaana ta@taa.

saMdBa- paustak saUcaI :à

1. marazI AQyaapana paQdtaI àDa^.sauroSa krMdIkr,
fDko pa`kaSana, pauNao.
2. marazIcao AQyaapana àDa^. ma.baa.kuMDlao,
Ea`IivaVa pa`kaSana, pauNao.
3. maataRBaaYaocao AQyaapana àpa`a.caMd`kumaar
DaMgao
4. marazIcao AQyaapana va maUlyamaapana àlaIlaa paaTIla,
Ea`IivaVa pa`kaSana, pauNao.
5. marazIcaa {d\gama va ivakasa àkR. paaM. kulakNaI-
6. saaihtya saaQanaa àmaa. ka. doSapaaMDo
7. marazI : AQyaapana va AQyayana àid. ho. paaTIla, Sa.
ra. raNao
8. marazIcao AaSayayau@ta AQyaapana àDa^. pa`. Ea`a.
caaOQarI, vyaMkToSa pa`kaSana, jaLgaava.
10. maataRBaaYaa marazIcao AQyaapana Saas~aIya
ivaSlaoYaNa
àDa^.nailanaI ipacaD, Da^. ramadasa
barklao. taojasaI pa`kaSana, naaiSak.

‚ããÎã¾ã¾ãì‡ã‹¦ã ‚㣾ãã¹ã¶ã ¹ã£ª¦ããè -

ãäÖâªãè
ãäÌã¼ããØã ‚ã
ƒ‡ãŠãƒÃ ¶ãâ.1 - ‚ããÎã¾ã¾ãì‡ã‹¦ã ‚㣾ãã¹ã¶ã ¹ã£ª¦ããè
1.1 Ôãâ‡ãŠÊ¹ã¶ãã, ½ãÖ¦¦Ìã

ƒÃ‡ãŠãƒÃ ¶ãâ.2 - ¼ããÓãã ‡ãŠã ÔÌãÁ¹ã †Ìãâá ¹ãƇãŠãÀ

2.1 ¼ããÓãã ‡ãŠãè ¹ãÀãè¼ããÓãã
2.2 ¼ããÓãã ‡ãñŠ ¹ãƽãìŒã Ëàã¥ã / ãäÌãÎãñÓã¦ãã†ú
2.3 ¼ããÓãã ‡ãñŠ ¹ãƽãìŒã ‚ãâØã
2.4 ¼ããÓãã ‡ãñŠ ¹ãƇãŠãÀ -
½ãã¦ãð¼ããÓãã,Àã•ã¼ããÓãã,ÀãӛȼããÓãã,‚㶾ã
¼ããÓãã ‚ãããäª
2.5 ÀãӛȼããÓãã ‡ãñŠ Á¹ã ½ãò ãäÖ¶ªãè ‡ãŠã ½ãÖ¦¦Ìã
2.6 ¼ããÓãã ãäÎãàã¥ã ‡ãñŠ „-ñξã
2.7 ¼ããÓãã ãäÎãàã¥ã ‡ãŠã ‚ã©ãÃ
2.8 ãä̪¦ããè¾ã ¼ããÓãã ‡ãñŠ Á¹ã ½ãò ½ã㣾ããä½ã‡ãŠ
¦ã©ãã „ÞÞã ½ã㣾ããä½ã‡ãŠ Ô¦ãÀ¹ãÀ ãäÖ¶ªãè ãäÎãàã¥ã
‡ãñŠ „-ñÎã

ƒÃ‡ãŠãƒÃ ¶ãâ.-3 ‚㶾㠼ããÓãã ãäÎãàã¥ã ‡ãñŠ

¹ãƽãìŒã ãäÔ㣪ãâ¦ã ¦ã©ãã ¼ããÓãã ‡ãŠãõÎãË ãäÎãàã¥ã
3.1 ËñŒã¶ã Ôãñ ¹ãÖËñ ¼ããÓã¥ã
3.2 ‚ãã£ããÀ¼ãî¦ã ÔããúÞããñ ‡ãŠã ‚ã¼¾ããÔã
3.3 ¼ããÓãã ãäÔãŒãテ, ¼ããÓãã ‡ãñŠ ºããÀñ ½ãâñ
¶ãÖãè
3.4 ‚ã¶ãìÔ¦ãÀãè¾ã Ìãã‡ã‹¾ã ÔããúÞããñ ‡ãŠã ‚ã¼¾ããÔã
3.5 Ìãã¦ããÃËã¹ã ‡ãŠãè ¹ãƽãìŒã¦ãã
3.6 ½ãã¶ã‡ãŠ „ÞÞããÀ¥ã ¹ãÀ ºãË
3.7 ‚ã¼¾ããÔã ‡ãŠãè ¹ãÆ£ãã¶ã¦ãã
3.8 Ôããèãä½ã¦ã Î㺪ãÌãËãè ‡ãŠã Þã¾ã¶ã
3.9 ¹ãã䟦㠼ããÓãã ‡ãŠã ËñŒã¶ã
3.10 ¼ããÓãã ̾ãÌãÖãÀ ‡ãŠãñ ¹ãÆ£ãã¶ã¦ãã
3.11 „¹ã¾ãì‡ã‹¦ã Øããä¦ã ½ãò Îã죪 ‚ããä¼ã̾ã‡ã‹¦ããè
3.12 Ôã½ãÔ¾ãã‚ããò ‡ãŠã Ôã½ãã£ãã¶ã
3.13 ‚㶾㠼ããÓãã- ÔãâÔ‡ãðŠ¦ããè ‡ãñŠ ¹ãÆãä¦ã
‚ã¶ãì‡ãîŠË ‚ããä¼ã̾ã‡ã‹¦ããè
3.14 ÑãÌã¥ã ‡ãŠãõÎãË ãäÎãàã¥ã - ÔÌãÁ¹ã,„-ñÎã †Ìãâ ½ãÖ¦¦Ìã
3.15 ¼ããÓã¥ã ‡ãŠãõÎãË ãäÎãàã¥ã - ÔÌãÁ¹ã,„-ñÎã †Ìãâ
½ãÖ¦¦Ìã
3.16 ÌããÞã¶ã ‡ãŠãõÎãË ãäÎãàã¥ã - ÔÌãÁ¹ã,„-ñÎã †Ìãâ
½ãÖ¦¦Ìã ‚ããõÀ ãäÌããä£ã¾ããú

ãäÌã¼ããØã ºã
ƒ‡ãŠãƒÃ ¶ãâ -4 ÀÞã¶ãã ãäÎãàã¥ã
4.1 ÀÞã¶ãã ãäÌãÞããÀ
4.2 ¹ãîãä¦ãà ‚ã¼¾ããÔã
4.3 Ìãã¦ããÃËã¹ã
4.4 ‡ãŠÖã¶ããè-ËñŒã¶ã
4.5 ¹ã¨ãËñŒã¶ã
4.6 ÔããÀËñŒã¶ã
4.7 ‚ã©ãÃØãÆÖ¥ã
4.8 ãä¶ãºãâ£ã ËñŒã¶ã
4.9 ‡ãŠÊ¹ã¶ãã ãäÌãÔ¦ããÀ
4.10 ‚ã¶ãìÌããª
4.11 ÀÞã¶ãã ãäÎãàã¥ã ‡ãñŠ „-ñÎã
4.12 ÀÞã¶ãã Ôãñ ¦ã㦹ã¾ãÃ
4.13 ÀÞã¶ãã ãäÎãàã¥ã ãä‡ãŠ ãäÌããä£ã¾ããú -
¹ããŸãä¶ã¾ããñ•ã¶ã
4.14 ÀÞã¶ãã ‡ãñŠ ¹ãƇãŠãÀ
4.15 ÀÞã¶ãã ‡ãŠã¾ãà ‡ãŠã ÔãâÎããñ£ã¶ã

ƒ‡ãŠãƒÃ ¶ãâ-5 ̾ãã‡ãŠÀ¥ã ãäÎãàã¥ã

5.1 Î㺪 ‡ãŠãè ¹ããäÀ¼ããÓãã †Ìãâ ¹ãƇãŠãÀ-
ÀÞã¶ãã,Ô¨ããñ¦ã ‚ããõÀ ‚ã©ãà ‡ãñŠ ‚ãã£ããÀ¹ãÀ
5.2 Î㺪 ãäÔ㣪ãè -
„¹ãÔãØãÃ,¹ãƦ¾ã¾ã,Ôã½ããÔã,Ôãâãä£ã
5.3 Î㺪 ¼ãñª :- ãäÌã‡ãŠãÀãè -Ôãâ—
ãã,ÔãÌãöãã½ã,ãäÌãÎãñÓã¥ã,ãä‰ãŠ¾ãã
‚ããäÌã‡ãŠãÀãè -
ãä‰ãŠ¾ãããäÌãÎãñÓã¥ã,Ôãâºãâ£ãÔãîÞã‡ãŠ,Ôã½ãìÞÞã¾ã
ºããñ£ã‡ãŠ ãäÌãÔ½ã¾ããã䪺ããñ£ã‡ãŠ
5.4 ãäËâØã,ÌãÞã¶ã,‡ãŠãË,‡ãŠãÀ‡ãŠ
5.5 Ìãã‡ã‹¾ã -¹ããäÀ¼ããÓãã ‚ããõÀ ¹ãƇãŠãÀ (‚ã©ãÃ
‚ããõÀ ÀÞã¶ãã ‡ãñŠ ‚ãã£ããÀ¹ãÀ)
5.6 ½ãã¶ã‡ãŠ ãäÖ¶ªãè Ìã¦ãöããè ‚ããõÀ ½ãã¶ã‡ãŠ
ãäØã¶ã¦ããè
5.7 ãäÌãÀã½ããäÞã¶Öñ ‚ããõÀ £Ìã¶ããèãäÌãÞããÀ -
„ÞÞããÀ¥ã ‚ãÌã¾ãÌããò ‡ãñŠ ‚ãã£ããÀ¹ãÀ
5.8 ½ãìÖãÌãÀò ‚ããõÀ ‡ãŠÖãÌã¦ãò (‡ãŠàãã 5Ìããè Ôãñ
12Ìããè ¦ã‡ãŠ ‡ãŠãè ¹ã㟾ã¹ãìÔ‡ãŠãñ ½ãò ¹ãƾãì‡ã‹¦ã )
5.9 ̾ãã‡ãŠÀ¥ã ‡ãŠã ‚ã©ãà ‚ããõÀ ½ãÖ¦¦Ìã
5.10 ̾ãã‡ãŠÀ¥ã ãäÎãàã¥ã ‡ãŠãè ãäÌããä£ã¾ããú
5.11 ̾ãã‡ãŠÀ¥ã ãäÎãàã¥ã ‡ãñŠ ½ããØãêÎãÇ㊠¦ã¦¦Ìã
5.12 Ôãã½ã㶾㠨ãìã䛾ããú †Ìãâ ¨ãì›ãè ãäÌãÎËñÓã¥ã

ƒ‡ãŠãƒÃ ¶ãâ. -6 Øã²ã ãäÎãàã¥ã

6.1 Øã²ãÔãñ ¦ã㦹ã¾ãÃ
6.2 Øã²ã ãäÎãàã¥ã ‡ãñŠ „-ñÎã
6.3 Øã²ã ãäÎãàã¥ã ãä‡ãŠ ãäÌããä£ã¾ããú
ƒ‡ãŠãƒÃ ¶ãâ. -7 ¹ã²ã ãäÎãàã¥ã
7.1 ¹ã²ã Ôãñ ¦ã㦹ã¾ãÃ
7.2 ¹ã²ã ãäÎãàã¥ã ‡ãñŠ „-ñÎã
7.3 ¹ã²ã ãäÎãàã¥ã ‡ãŠãè ãäÌããä£ã¾ããú ¦ã©ãã ¹ããŸ
ãä¶ã¾ããñ•ã¶ã

ƒ‡ãŠãƒÃ ¶ãâ.-8 ãä̪¦ããè¾ã ¼ããÓãã ãäÎãàã¥ã ‡ãŠãè

ãäÌããä£ã¾ããú
8.1 ̾ãã‡ãŠÀ¥ã ‚ã¶ãìÌã㪠¹ãÆ¥ããËãè
8.2 ¹ãƦ¾ãàã ¹ãÆ¥ããËãè
8.3 ÌãñÔ› ¹ãÆ¥ããËãè
8.4 Ø㟶㠹ãÆ¥ããËãè
8.5 ‚㶾㠼ããÓãã ãäÎãàã¥ã ‡ãñŠ ãäˆ „¹ã¾ãì‡ã‹¦ã
¹ãÆ¥ããËãè

ƒ‡ãŠãƒÃ ¶ãâ.-9 ãäÖâªãè ãäÎãàã¥ã ‡ãñŠ ãäˆ

‚ããÌãξã‡ãŠ Ôãã½ãØãÆãè
9.1 ãäÖâªãè ãäÎãàã¥ã ½ãñ ҇㊠Ñãã̾ã Ôãã£ã¶ããò
‡ãŠã ½ãÖ¦¦Ìã, ÔÌãÁ¹ã, ¹ãƇãŠãÀ †Ìãâ ¹ãƾããñØã
9.2 ¹ã㟾ã¹ãìÔ¦ã‡ãŠ - ½ãÖ¦¦Ìã,‚ããªÎãÃ
¹ã㟾ã¹ãìÔ¦ã‡ãŠãâñ ‡ãŠãè ãäÌãÎãñÓã¦ãã†ú
9.3 ãäÖ¶ªãè ‚ã£¾ãã¹ã‡ãŠ ‡ãñŠ ãäˆ ãäÌãÎãñÓã Øãì¥ã
9.4 ãäÖ¶ªãè ¼ããÓãã ãäÌã‡ãŠãÔã ‡ãñŠ ãäˆ
‚ããÌãξã‡ãŠ „¹ã‰ãŠ½ã - ãäÌããäÌã£ã Ô¹ã£ããÆù, ¼ããÓãã
‡ãñŠ ŒãñË, ãäÖ¶ªãè ‡ãŠãè ¹ããäÀàãã†ú,
ãä¶ã¾ã¦ã‡ãŠããäˇãŠ,ã䪶ããäÌãÎãñÓã,ÔãÀÔÌã¦ããè
¾ãã¨ãã†ú, ¹ãƪÎãöããè ‚ãããäª.
 ãäÌã¼ããØã ‰ãŠ.- ‡ãŠ
ƒ‡ãŠãƒÃ ¶ãâ.10 ãä¶ã¾ããñ•ã¶ã ¦ã©ãã ½ãìʾããâ‡ãŠ¶ã
10.1 ¹ã㟠ãä¶ã¾ããñ•ã¶ã ,ƒ‡ãŠãƒÃ ãä¶ã¾ããñ•ã¶ã ‚ããõÀ
ÌãããäÓãÇ㊠ãä¶ã¾ããñ•ã¶ã
10.2 ãäÖ¶ªãè ãäÎãàã¥ã ½ãò ½ãîʾããâ‡ãŠ¶ã ‡ãñŠ ãäˆ
„¹ã¾ãì‡ã‹¦ã Ôãã£ã¶ã
10.3 ƒ‡ãŠãƒÃ ‡ãŠÔããñ›ãè
10.4 ¶ãõªããä¶ã‡ãŠ †Ìãâ „¹ãÞããÀ㦽ã‡ãŠ ‚㣾ãã¹ã¶ã

ãäÌã¼ããØã ‰ãŠ.- ¡
¹ãÆ㦾ããäàã‡ãŠ ‡ãŠã¾ãÃ

ØãÆâ©ã ÔãìÞããè

1. ¼ããÓãã ãäÌã—ãã¶ã- ¡ãù. ¼ããñËã¶ãã©ã ãä¦ãÌããÀãè.

2. ãäÖ¶ªãè ãäÎãàã¥ã - ÔãããäÌã¨ããè ãäÔãâÖ.
3. ãäÖ¶ªãè ‚ã£¾ãã¹ã¶ã ¹ã£ª¦ããè (¶ãî¦ã¶ã
¹ãƇãŠãÎã¶ã,¹ãì¥ãñ)-¹ãâã䡦㠺ã.ãäºã.
4. ãäÖ¶ªãè ãäÌãÓã¾ã —ãã¶ã (¶ãî¦ã¶ã
¹ãƇãŠãÎã¶ã,¹ãì¥ãñ) -¶ããäÔã½ãã ¹ãŸã¶ã
5. ãäÖ¶ªãè ̾ãã‡ãŠÀ¥ã -Øã.Ë.Ìãªó.
6. ãäÖ¶ªãè ̾ãã‡ãŠÀ¥ã - ©ã¦¦ãñ.
7. ãäÖ¶ªãè ‚ã£¾ãã¹ã¶ã ¹ã£ª¦ããè(¶ãî¦ã¶ã
¹ãƇãŠãÎã¶ã,¹ãì¥ãñ ) -ºããòºãñ ºãã.Ôãâ.
8. ãäÖ¶ªãè ‚ã£¾ãã¹ã¶ã ¹ã£ª¦ããè (ÌÖãè¶ãÔã
¹ãƇãŠãÎã¶ã,¹ãì¥ãñ)- ‡ãñŠ¥ããè ‡ãìŠß‡ãŠ¥ããê.
9. ãäÖ¶ªãè ‚ã£¾ãã¹ã¶ã ¹ã£ª¦ããè -
‡ãñŠ¥ããè,ÔãâØããñÀã½ã.
10.ãäÖ¶ªãè ‚ã£¾ãã¹ã¶ã -Ñããè£ãÀ¶ãã©ã ½ãìŒã•ããê
11.ãäÖ¶ªãè ‚ããÎã¾ã ‡ãñŠ Ôãã©ã ‚㣾ãã¹ã¶ã ¹ã£ª¦ããè -
ÌããÔ‡ãŠÀ ¹ãìÓ¹ãã.
12. ãäÖ¶ªãè Îãõãäàã‡ãŠ ̾ãã‡ãŠÀ¥ã ¼ããØã 1,2 -
ÀÔ¦ããñØããè,Îã½ããÃ.
13. ãä̪¦ããè¾ã ¼ããÓãã ‡ãñŠ Á¹ã½ãò ãäÖ¶ªãè ‡ãŠãè
ãäÎãàãã - ¼ããƒÃ ¾ããñØãò³•ããè¦ã
14. ãäÖ¶ªãè ‚ã£¾ãã¹ã¶ã ¹ã£ª¦ããè (¶ãî¦ã¶ã
¹ãƇãŠãÎã¶ã,¹ãì¥ãñ)-ªì¶ããŒãñ ‚ãÀãäÌãâª
15. ÀãӛȼããÓãã ‡ãŠã ‚㣾ãã¹ã¶ã - ÔããŸñ Øã.¶ã.
16. ¼ããÓãã 1,2‡ãŠãè ãäÎãàã¥ã ãäÌã£ããè¾ããú ‚ããõÀ
¹ã㟠ãä¶ã¾ããñ•ã¶ã -Îã½ããà Ëà½ããè¶ããÀã¾ã¥ã.
 English- Content cum Methodology
Communicative language Teaching
Objectives:-
To enable the pupil teacher -
1) To understand the concept, nature and importance of content cum
methodology in the teaching and learning in English.
2) To understand the role and importance of English language in India and in
education.
3) To understand the objectives of teaching and learning of English as a
second and third language of secondary and higher secondary stage.
4) To understand the concept and importance of communicative approach to
the teaching and learning of English as a second and third language.
5) To acquaint himself / herself with the methodology and techniques of
communicative language teaching.
6) To be well conversant with the prescribed syllabus in English for std. V
and XII.
7) To acquaint himself/herself with the essential aspect of English grammar
and usage.
8) To acquaint himself/ herself with planning and testing in the teaching of
English.
9) To develop positive attitude towards English as a second and third
language.
10) To acquaint proficiency in the communicative use of
English.

Area - A
Unit 1 - Content Cum Methodology
1.1. Concept and nature
1.2. Need and importance of Content - Cum - Methodology.

Unit - 2 - Nature of language

2.1. Definition
2.2. Characteristics of language.
2.3. Principles of language learning.
2.4. Place of English.
a) In India with special reference to three language formula.
b) In Maharashtra state.
c) In present school curriculum.

2.5. Halliday's seven basic functions of language.:-

a) Instrumental function : using language to get things done.
b) Regulatory function : using language to control the behavior of others.
c) Interactional Function : using language to create interaction with others.
d) Personal function : using language to express personal feelings and
meanings.
e) Heuristic function : using language to learn and to discover.
f) Imaginative function : using language to create a world of imagination.
g) Representational function : using language to communicate information
 2.6. Objectives of teaching and learning of English.
Concept, Types :
a) General objectives.
b) Instructional objectives.

writing instructional objectives, writing specification of the objectives.

[This is to be taken through the workshop of Content - Cum - Methodology.]

Area B - Approaches and methods of teaching and learing of English.

Unit - 3.
3.1. Concept of method and approach.
3.2. Difference between method and approach.
3.3. various methods for teaching English.{Historical perspective only }
3.4. various approaches evolved for teaching English. {Historical perspective only }

Unit - 4 - Communicative Approach to the teaching and learning of English.

4.1. Concept.
4.2. Features.
4.3. Principles.
4.4. Role of learner and teacher.

Unit - 5. Developing skills in CLT {communicative language teaching }

5.1. Listening skill -Nature

Types- focused, casual, Procedures and techniques to develop listening skill.
5.2. Speaking skill - Nature
- Process of teaching speaking skill.
- Procedures and techniques to develop speaking skill.
5.3. Reading skill - Nature
Types of reading skill : Loud reading, silent reading, intensive reading and
extensive reading.
styles of reading skills- 1)skimming 2) scanning
Procedures and techniques to develop reading skill.
5.4. Writing skill - Nature
Types of writing : copying, dictation, conversation, guided / free composition.
Procedures and techniques to develop writing skill.
5.5. Communicative skill / Talking skill -
Nature of skill integration in communicative skill.
- Procedures and techniques to develop communicative skills.

Unit - 6 - Class room materials, procedures and techniques.

6.1. Teaching aids - audio, visuals , audio- visuals.
6.2. Course books and teachers hand books / manuals.
6.3. Language laboratory.
6.4. Dictionary skills
6.5. Pair work and group work.
6.6. Role play.
6.7. Simulation
6.8. Dramatization
 6.9.language games
6.10. Projects.

Unit -7 Phonology of English.

7.1. Vowels.
7.2. Diphthongs.
7.3. Consonants.
7.4. Consonant clusters
7.5. Stress.
7.6. Intonation
7.7. BRP / IRP.
7.8. Rhyme / Rhythm.

Unit - 8 Grammar and usage - part I

8.1. Types of Grammar : a) Descriptive
b)Prescriptive
8.2. Methods of teaching grammer -
a) Inductive
b) Deductive
8.3. kinds of sentences - Declarative, Imperative, Interrogative, Exclamatory.
- functions of sentences
8.4. Types of sentences - simple, complex, compound.
8.5 parts of speech - Noun, pronoun, verb, adverb ,adjective, preposition,
conjunctions,

Unit - 9 Grammar and usage - part II

9.1. Auxiliaries - kinds
9.2. Determiners - functions
9.3. Reported speech
9.4. Clauses and its functions
9.5. Transformation - Degree, voice, either-or, neither- nor, remove too, so- that,
hardly - when, if- not, unless, no sooner - than, as soon as, Affirmative, Negative,
Exclamatory, Interrogative, Question tag.
9.6. Figures of speech - simile, metaphor, personification, apostrophe, hyperbole,
climax, anti-climax,transferred epithet.

Area - C
Unit - 10 - Planning and Evaluation.
10.1. Planning - year, unit, sub- unit.
10.2. Testing - communicative { skill based }, Traditional { content based }
10.3. Continious comprehensive evaluation system - concept ,nature.structure,
implementation.
10.4. Error analysis - concept, types, sources
10.5. Diagnostic testing.
10.6. Remedial teaching .

Area - D - Practicum.
Recommended Books
1. Littlewood W. 1983 : Communicative language teaching CUP.
2. Richards J & T.S. Rodgers 1995 : Approaches and methods in
language teaching : CUP
3. Johnson K & Keith Morrow, 1983 : Communication in the class room
Applications and methods for communicative approach, Longmans.
4. Byrne D. 1976 : Teaching oral English : Longmans.
5. Harris D. 1976 : Teaching English as a second language.
6. Randolph Quirk and Sidney Greenabum : A University grammar of
English : Longman.
7. Geetha Nagraj : English language teaching approaches, methods
8. Leech and Svartivick 1974-A communicative grammar of English-
Longman.
9. Sardana, Kamla 1972 : A fresh look at errors in English-Classical
publishing Compnay.
10. Teacher's handbooks.
11. Syllabus of Std. V to Std. XII
12. Communicative language teaching in English - Prof. Pandit B.B.
Pincipal D.A. Suryawanshi, Prof. M.P. Kute, Nutan Prakashan, Pune
13. A new approach to teaching of English in India - M.S. Sachdev
Prakash Brothers - Ludiyana.
14. Teaching of English Dr. P.S. Chaudhari, Vyankatesh Prakashan,
Jalgaon
15. English language teaching - Critical Study of methods and approaches
- Kripa K. Gautam, Herman Publishing House, New Delhi – 1988
 ‚ããÎã¾ããÔãÖ ‚㣾ãã¹ã¶ã ¹ã£ª¦ããè -
ÔãâÔ‡ãðŠ¦ã
„ãä-Ó›ñ
1. ãäÌã²ãã©ããê ãäÎãàã‡ãŠãÔã ÔãâÔ‡ãðŠ¦ã ¼ããÓãñÞãñ
½ãÖ¦¦Ìã Ôã½ã•ããÌãî¶ã ªñ¥ãñ.
2. ãäÌã²ãã©ããê ãäÎãàã‡ãŠãâÔã ÔãâÔ‡ãðŠ¦ã
¼ããÓãñÞããè ‚ããÌãξã‡ãŠ¦ãã Ôã½ã•ããÌãî¶ã ªñ¥ãñ.
3. ÔãâÔ‡ãðŠ¦ã ¼ããÓãñ¦ããèË ¹ãÆã©ããä½ã‡ãŠ
‡ãŠãõÎãʾããâÞããè ãäÌã²ãã©ããê ãäÎãàã‡ãŠãâÞãã
¹ããäÀÞã¾ã Üã¡Ìãî¶ã ‚ãã¥ã¥ãñ
4. ãäÌã²ãã©ããê ãäÎãàã‡ãŠãâÔã ÔãâÔ‡ãðŠ¦ã
¼ããÓãñ¦ããèË ¹ãÆã©ããä½ã‡ãŠ ‡ãŠãõÎãʾãñ
‚ã㦽ãÔãã¦ã ‡ãŠÁ¶ã Üãñ¥¾ããÔ㠽㪦㠇ãŠÀ¥ãñ.
(ÑãÌã¥ã,¼ããÓã¥ã,ÌããÞã¶ã,ËñŒã¶ã)
5. ãäÌã²ãã©ããê ãäÎãàã‡ãŠãâÔã ½ã㣾ããä½ã‡ãŠ
Ô¦ãÀãÌãÀãèË ÔãâÔ‡ãðŠ¦ã ‚㣾ãã¹ã¶ããÞ¾ãã
„ãä-Ó›ãâÎããè ¹ããäÀãäÞã¦ã ‡ãŠÀ¥ãñ.
6. ãäÌã²ãã©ããê ãäÎãàã‡ãŠãâÞãã „ÞÞã ½ã㣾ããä½ã‡ãŠ
Ô¦ãÀãÌãÀãèË ÔãâÔ‡ãðŠ¦ã ‚㣾ãã¹ã¶ããÞ¾ãã
„ãä-Ó›ãâÎããè ¹ããäÀÞã¾ã Üã¡Ìãî¶ã ‚ãã¥ã¥ãñ.
7. ÔãâÔ‡ãðŠ¦ã ‚㣾ãã¹ã¶ããÞ¾ãã ãäÌããäÌã£ã
¹ã£ª¦ããéÞãã ¹ããäÀÞã¾ã ‡ãŠÁ¶ã ªñ¥ãñ.
8. ƒ. 8Ìããè ¦ãñ 12Ìããè ¹ã¾ãĦãÞãã ‚ã¼¾ããÔã‰ãŠ½ã
‚ãÌãØã¦ã Öãñ¥¾ããÔ㠽㪦㠇ãŠÀ¥ãñ.
9. ÔãâÔ‡ãðŠ¦ãÞ¾ãã ãäÌããäÌã£ã ¹ããŸãä¶ã¾ããñ•ã¶ã
¹ã£ª¦ããéÎããè ¹ããäÀÞã¾ã Üã¡ãäÌã¥ãñ.
10. ÔãâÔ‡ãðŠ¦ã ¼ããÓã㠂㣾ã¾ã¶ããÞãñ
½ãîʾã½ãã¹ã¶ã Ìã ¹ãÀãèàã¥ã ¾ããâÞããè àã½ã¦ãã
ãä¶ã½ããå㠇ãŠÀ¥ãñ.
11. ÔãâÔ‡ãðŠ¦ã ¼ããÓãñÞ¾ãã ‚ã¼¾ããÔããÞããè
‚ããä¼ãÁÞããè ãäÌã²ã㩾ããÄÞ¾ãã ½ã¶ãã¦ã
ãäÌã‡ãŠãäÔã¦ã ‡ãŠÀ¥ãñ.
12. ÔãâÔ‡ãðŠ¦ã ¼ããÓãã Ìã ƒ¦ãÀ ¼ããÀ¦ããè¾ã
¼ããÓãã ¾ããâÞãã ¦ãì˶ã㦽ã‡ãŠ ‚ã¼¾ããÔã
‡ãŠÀ¥¾ããÔ㠽㪦㠇ãŠÀ¥ãñ.

ãäÌã¼ããØã- ‚ã
Ü㛇㊠1 ‚ããÎã¾ããÔãÖ ‚㣾ãã¹ã¶ã ¹ã£ª¦ããè -
1.1 ÔÌãÁ¹ã,‚ããÌãξã‡ãŠ¦ãã Ìã ½ãÖ¦¦Ìã
Ü㛇㊠2. ÔãâÔ‡ãðŠ¦ã ¼ããÓãñÞãñ ½ãÖ¦¦Ìã
2.1 ¼ããÀ¦ããè¾ã •ããèÌã¶ãã¦ããèË ÔãâÔ‡ãðŠ¦ãÞãñ
Ô©ãã¶ã Ìã ½ãÖ¦¦Ìã
2.2 ¼ããÀ¦ããè¾ã ÔãâÔ‡ãðŠ¦ããè¦ã ÔãâÔ‡ãðŠ¦ã
¼ããÓãñÞãñ ¾ããñØãªã¶ã
2.3 ¼ããÀ¦ããè¾ã ¼ããÓãã Ìã ÔãâÔ‡ãðŠ¦ã ¼ããÓãã
¾ããâÞãã ¹ãÀÔ¹ãÀ Ôãâºãâ£ã
2.4 ÔãâÔ‡ãðŠ¦ã ¼ããÓãñÞãñ Ìãã¡á.½ã¾ããè¶ã
ÑãñÓŸ¦Ìã
2.5 ¹ãÆãÞããè¶ã Ìã ‚ãÌããÃÞããè¶ã ãäÌããäÌã£ã
‚ã¼¾ããÔãÎããŒãã Ìã ÔãâÔ‡ãðŠ¦ã ¾ããâÞãã ¹ãÀÔ¹ãÀ
Ôãâºãâ£ã
2.6 ‚ãã£ãìãä¶ã‡ãŠ ‡ãŠãßã¦ã (21̾ãã Îã¦ã‡ãŠã¦ã )
ÔãâÔ‡ãðŠ¦ã ‚㣾ã¾ã¶ããÞããè ‚ããÌãξã‡ãŠ¦ãã Ìã
ÔãâØã¥ã‡ãŠãÞ¾ãã ÒÓ›ãè‡ãŠãñ¶ãã¦ãî¶ã
ÔãâÔ‡ãðŠ¦ãÞãñ ½ãÖ¦¦Ìã.
Ü㛇㊠3. ÔãâÔ‡ãðŠ¦ã ¼ããÓã㠂㣾ãã¹ã¶ããÞããè
„ãä-Ó›ñ -
3.1 ¹ãÆã©ããä½ã‡ãŠ „ãä-Ó›ñ - (ÑãÌã¥ã, ¼ããÓã¥ã,
ÌããÞã¶ã Ìã ËñŒã¶ã )
3.2 Ìãã¡á.½ã¾ããè¶ã ãä‡ãâŠÌãã ̾ãã¹ã‡ãŠ „ãä-Ó›ñ
3.3 ÔãâÔ‡ãðŠ¦ã ‚㣾ã¾ã¶ããÞããè ÌãØããĦãØãæã
„ãä-Ó›ñ (¹ã㟠›ãÞã¥ãã¦ããèË „ãä-Ó›ñ )

Ü㛇㊠4. ÔãâÔ‡ãðŠ¦ã ¼ããÓãñÞãã

‚ã¼¾ããÔã‰ãŠ½ã -
(‚ã) Øãã¼ãã¼ãî¦ã ‚ããÎã¾ã Ì㠂㣾ãã¹ã¶ã ¹ã£ª¦ããè -
4.1 ãä˹ããè, Ìã¥ããÃàãÀñ - ÔÌãÀ, ̾ãâ•ã¶ãñ,
„ÞÞããÀ¥ã Ô©ãã¶ãñ, ‚ã¾ããñؾ㠄ÞÞããÀ¥ãã½ãìßñ
Öãñ¥ããÀñ ‚ã©ãúãªË, Îã죪 „ÞÞããÀ¥ããÞãñ
½ãÖ¦¦Ìã.
4.2 Î㺪ãäÔ㣪ãè - „¹ãÔãØãÃ, ¹ãƦ¾ã¾ã,
£ãã¦ãìÔãããä£ã¦ãñ, ¦ãã䮦ãñ, ‡ãðŠª¶¦ãñ
4.3 Ìãã‡ã‹¾ãÀÞã¶ãã - ÔÌãÁ¹ã Ìã ÌãõãäÎãÓ›¾ãñ -
Î㺪‰ãŠ½ã
4.4 ¹ãƾããñ•ã‡ãŠ ÀÞã¶ãã,‡ãŠ½ãÃãä¥ã ÀÞã¶ãã,
Ôããä¦ãÔ㹦ã½ããè ÀÞã¶ãã
4.5 ãäÌã¼ã‡ã‹¦ããè - „¹ã¾ããñØã Ìã ‚ã©ãÃ
4.6 Ôã½ãã¶ãã©ããê Ìã ãäÌãÁ£ªã©ããê Î㺪
4.7 ¹ãƾããñØã
4.8 ‡ãŠãß Ìã ‚ã©ãÃ
4.9 ƒ¾ã¦¦ãã 8 ¦ãñ 12Ìããè Þ¾ãã ÌãØããÃÔããŸãè
¾ãñ¥ããÀãè ¶ãã½ãñ- ÔãÌãöãã½ãñ Á¹ããäÔ㣪ãè
ƒ¾ã¦¦ãã 8 ¦ãñ 12Ìããè Þ¾ãã ÌãØããÃÔããŸãè
¾ãñ¥ããÀãè ãä‰ãŠ¾ãã¹ãªñ ( £ãã¦ãî )
ƒ¾ã¦¦ãã 8 ¦ãñ 12Ìããè Þ¾ãã ÌãØããÃÔããŸãè
ËãØã¥ããÀãè Á¹ãñ ‚ããñߌã¥ãñ.
4.10 Ôã½ããÔã
4.11 Ôãâ£ããè
4.12 Ôãì¼ãããäÓã¦ãñ - ƒ¾ã¦¦ãã 8 ¦ãñ 12 Ìããè Þ¾ãã
ÌãØããÃÔããŸãèÞããè Ôãì¼ãããäÓã¦ãñ ¹ããŸã¶¦ãÀ,
Ôãã©ãà ¼ããÓã㶦ãÀ, Ô¹ãÓ›ãè‡ãŠÀ¥ã
4.13 Ôããñ¹¾ãã ÔãâÔ‡ãðŠ¦ã ¼ããÓãñ¦ã ªÖã ‚ããñßãè¦ã
ÀÞã¶ãã ËñŒã¶ã
4.14 ãäÌãÎãñÓã¥ãñ
(ºã)½ã㣾ããä½ã‡ãŠ Ìã „ÞÞã ½ã㣾ããä½ã‡ãŠ
Îããßñ¦ããèË ÔãâÔ‡ãðŠ¦ã ¼ããÓãñÞãã
‚ã¼¾ããÔã‰ãŠ½ã ÔÌãÁ¹ã,ÌãõãäÎãÓ›¾ãñ,
„¥ããèÌãã Ìã ½ã¾ããêã.
Ü㛇㊠5.ÔãâÔ‡ãðŠ¦ãÞãñ ¹ã㟾ã¹ãìÔ¦ã‡ãŠ
5.1 ‚ããªÎãà ¹ã㟾ã¹ãìÔ¦ã‡ãŠãÞãñ ãä¶ã‡ãŠÓã
5.2 ¹ãÆÞããä˦㠹ã㟾ã¹ãìÔ¦ã‡ãŠãÞãñ ¹ãÀãèàã¥ã
ãäÌã¼ããØã - ºã
Ü㛇㊠6. ÔãâÔ‡ãðŠ¦ã ‚㣾ãã¹ã¶ããÞ¾ã㠹㣪¦ããè
6.1 ¹ããŸÎããß㠹㣪¦ããè
6.2 ¡ãù. ¼ããâ¡ãÀ‡ãŠÀ ¹ã£ª¦ããè
 6.3 ¹ãƦ¾ãà㠹㣪¦ããè
Ü㛇㊠7. ÔãâÔ‡ãðŠ¦ã ̾ãã‡ãŠÀ¥ããÞãñ ‚㣾ãã¹ã¶ã
7.1 ̾ãã‡ãŠÀ¥ããÞ¾ã㠂㣾ãã¹ã¶ããÞãñ ½ãÖ¦¦Ìã
7.2 ̾ãã‡ãŠÀ¥ããÞ¾ã㠂㣾ãã¹ã¶ããÞããè „ãä-Ó›¾ãñ
7.3 ̾ãã‡ãŠÀ¥ããÞ¾ã㠂㣾ãã¹ã¶ã ¹ã£ª¦ããè
Ü㛇㊠8. ÔãâÔ‡ãðŠ¦ã Øã²ããÞãñ ‚㣾ãã¹ã¶ã
8.1 Øã²ããÞ¾ã㠂㣾ãã¹ã¶ããÞãñ ½ãÖ¦¦Ìã
8.2 Øã²ããÞ¾ã㠂㣾ãã¹ã¶ããÞãñ Öñ¦ãî
8.3 Øã²ããÞ¾ã㠂㣾ãã¹ã¶ããÞ¾ã㠹㣪¦ããè
Ü㛇㊠9. ÔãâÔ‡ãðŠ¦ã ¹ã²ããÞãñ ‚㣾ãã¹ã¶ã
9.1 ÔãâÔ‡ãðŠ¦ã ¹ã²ããÞ¾ã㠂㣾ãã¹ã¶ããÞãñ
½ãÖ¦¦Ìã
9.2 ÔãâÔ‡ãðŠ¦ã ¹ã²ããÞ¾ã㠂㣾ãã¹ã¶ããÞããè Öñ¦ãî
9.3 ÔãâÔ‡ãðŠ¦ã ¹ã²ããÞ¾ã㠂㣾ãã¹ã¶ã ¹ã£ª¦ããè

ãäÌã¼ããØã - ‡ãŠ
Ü㛇㊠10.ãä¶ã¾ããñ•ã¶ã Ìã ½ãîʾã½ãã¹ã¶ã
10.1 ¹ããŸãä¶ã¾ããñ•ã¶ã,Ü㛇㊠ãä¶ã¾ããñ•ã¶ã,
ÔãâãäÌã£ãã¶ã ¦ã‡ã‹¦ãã,Ü㛇㊠ÞããÞã¥ããè,
ÌãããäÓãÇ㊠ãä¶ã¾ããñ•ã¶ã
10.2 ¼ããÓãã ¹ãƾããñØãÎããßã - ÔÌãÁ¹ã, „ãä-Ó›ñ Ìã
½ãÖ¦¦Ìã
10.3 ÔãâÔ‡ãðŠ¦ã ‚㣾ãã¹ã¶ããÔããŸãè „¹ã¾ãì‡ã‹¦ã
Îãõàããä¥ã‡ãŠ Ôãã£ã¶ãñ Ìã ¦¾ããâÞãñ ½ãÖ¦¦Ìã
10.4 ÔãâÔ‡ãðŠ¦ãÞã㠂㣾ãã¹ã‡ãŠ
10.5 ÔãâÔ‡ãðŠ¦ã ¼ããÓãã ‚ããä¼ãÁÞããèÔããŸãè
ãäÌããäÌã£ã „¹ã‰ãŠ½ã
10.6 ¶ãõªããä¶ã‡ãŠ ‡ãŠÔããñ›¾ãã Ìã „¹ãÞããÀ㦽ã‡ãŠ
‚㣾ãã¹ã¶ã

ãäÌã¼ããØã - ¡ ¹ãÆ㦾ããäàã‡ãŠ ‡ãŠã¾ãÃ

Ôã⪼ãà ÔãîÞããè :-
1) ãä¨ã¹ããŸãè ºããºãîÀã½ã - ÔãâÔ‡ãðŠ¦ã
̾ãã‡ãŠÀ¥ã½ãá - ãäÌã¶ããñª ¹ãìÔ¦ã‡ãŠ ½ãâãäªÀ, ‚ããØãÀã
2) ¹ã㥡ñ¾ãÀã½ã Îã‡ãŠË - ÔãâÔ‡ãðŠ¦ã ãäÎãàã¥ã -
ãäÌã¶ããñª ¹ãìÔ¦ã‡ãŠ ½ãâãäªÀ, ‚ããØãÀã
3) ÔããŸñ ¹ãÆãä¦ã¼ãã - Ôãìºããñ£ã ÔãâÔ‡ãðŠ¦ã
̾ãã‡ãŠÀ¥ã - ãä¶ã¦ããè¶ã ¹ãƇãŠãÎã¶ã,¹ãì¥ãñ
4) •ããñÎããè ¹ãÆ.Îãâ - ÔãìØã½ã ÔãâÔ‡ãðŠ¦ã
̾ãã‡ãŠÀ¥ã - ãä¶ã¦ããè¶ã ¹ãƇãŠãÎã¶ã,¹ãì¥ãñ
5) ¡ãù.¹ãÆãä¦ã¼ãã ¹ãò¡‡ãñŠ - ÔãâÔ‡ãðŠ¦ã ‚㣾ãã¹ã¶ã
¹ã£ª¦ããè - Ñããè.½ãâØãñÎã ¹ãƇãŠãÎã¶ã
 Content cum Methodology - Urdu
Objective:-
To enable the pupil teacher.
1) To become familiar with the basic knowledge of Urdu to make the teaching of
Urdu effective.
2) To understand the role of mother tongue in education and the place of the urdu as
a mother tongue at State and National level.
3) To acquaint with the curriculum of Urdu as mother tongue in Secondary school
level extra curriculum activities.
4) To enable students to make critical analysis of the text.
5) To acquaint himself with essential aspects of Urdu, Prose, Poetry, Grammer,
Composition and their different forms and different method of the teaching of
those aspects.
6) To acquaint the pupil teacher with different methods of the text.
7) To acquaint the students with the effective tools and different methods of
evaluation.
8) To acquire skills in planning evaluation and analysis in Urdu language.

Area - A
Unit - 1: Important of Language.

1.1 Content cum methodology - Concept, Nature of Language.

1.2 Type language.
1.3 Origin and purpose of language.
1.4 Important of Urdu in day today life.
1.5 Origin and linguistic co-relation of Urdu with other languages.
Like Hindi, Marathi, Arabic, Persian.
Unit - 2: Place of Urdu as a mother tongue.

Concept, Nature and Importance of Urdu Language.

Qualities of Mother Tongue.
Objectives of teaching and Learning Urdu at Secondary Level.
Importance of Urdu in Secondary school at the State and National level according to
three language formula.
Urdu as a means of communication in the secondary school.
Status of Urdu in constitution and recommendation of commissions for Urdu.
Skills in language.
1) Listening skill 2) Speaking skill
3) Reading skill 4) Writing skill.

Unit - 3 Curriculum of Urdu

Concept of nature of curriculum.
Need and importance of curriculum.
Rules and designing of curriculum.
Critical analysis - curriculum of Urdu and Text book.
Important feature of standard Textbook and Urdu Language.
Extra curriculum activities.
Qualities of good Urdu teacher.
 Area - B

Unit- 4 Teaching of Prose.

1.1 Meaning of Prose.

1.2 Elementary knowledge of different forms of prose.
1) Short stories 2) Afsana 3) Novel
4) Composition 5) Biography 6) Travel logue
7) Satire 8) Letters 9) Ballad
10) Drama.
1.3 Purpose of Teaching Prose.
1.4 Methods of Teaching of different types of Prose.

Unit- 5 Teaching of Poetry.

2.1 Meaning of Poem.

2.2 Elementary Knowledge of different forms of poetry.
1) Hamd 2) Masnavi 3) Qaseeda 4) Naat 5) Rubai
6) Gazal 7) Qata 8) Nazm-e- Mohara (Blank Verse)
9) Marsiya 10) Shaher-e-Aashob 11) Vasukht.
2.3 Objectives of Teaching Poetry.
2.4 Nature of Different Methods of Teaching Poetry.

Unit- 6 Teaching of Grammer.

3.1 Concept and Meaning of Grammer.
3.2 Elementary Knowledge of the Elements of Grammer
1) Elm-e-Hija 2) Elm-e-Sarf 3) Elm-e-Naho
4) Elm-e-Bayaan 5) Muhaverat vo Zarbulmisal
6) Ramooz-o-Auquaf 7) Kafz Ke Aqsam
3.3 Objectives of Teaching Grammer.
3.4 Method of Teaching Grammer.

Unit- 7 Teaching of Composition and Letter.

4.1 Letter & Composition -Nature, Concept, Type, Importance.
4.2 Objectives of Teaching Letter & Composition.
4.3 Method of Teaching Letter & Composition.
4.4 Evaluation rules of Writing Letter & Composition.

Unit-8 Teaching Aids

5.1 Types of Teaching Aids.
5.2 Need & Importance of A.V. Aids in Teaching.
5.3 Use & Advantage of A.V.Aids in Teaching.
 Area - C
Unit- 9 Planning
1.1 Need, Importance & Classification of Planning.
1.2 Importance of Steps of Year Plan.
1.3 Need, Importance & Preparation of Unit Plan.
1.4 Need, Importance & Steps of Lesson Plan.

Unit- 10 Evaluation
2.1 Concept, Nature, Meaning & Importance of Evaluation.
2.2 Tools of Evaluation.
2.3 Characteristics Types & Importance of Test.
2.4 Steps of Preparation of Unit Test.

Area - D
Practical Work

Reference Books

1. Urdu Zaban Ki Tadress -Moinuddin

2. Urdu Isnaf (Nazam-Nasar) Ki Tadress -Omkar Kol & Mashood Siraj
3. Qawaid-e-Urdu - Maulvi Abdul Haque
4. Ham Urdu Kaise Padhain - Moinuddin
5. Ham Kaise Padhain - Dr. Salamatullah
6. Urdu Composition & Grammer - Sabt Hasan Rizvi
7. Urdu Kaise Padhain - Maulvi Saleem
8. Teaching of Mother Tongue - W.N. Ryburn
9. Bharat Ka Aayan. Gujaral Committee - Khalique Anjum
our Degar Committiyoun Ka Jayza
10. Adabi Asnaf - Dr. Gyan Chand Jain
11. Tadres-e-Urdu - Sayyed Jalaluddin
12. Education Policy in India - J.C. Aggarwal
13. Manmoon Nigari - Akhlaque Ahmad Dahelvi
14. Urdu Zaban Ka Irtequa - Dr. Shaukat Sabzawari
15. Mashki Tadres Kiyoun our Kaise - Dr. Md. Akram Khan
 Content Cum Methodology- GEOGRAPHY
Objectives- To enable the student teacher-
1 To understand the nature & structure of Geography,
2 To understand the curriculum & syllabus of Geography at secondary level.
3 To understand the aims & objectives (with specifications of teaching
Geography.
4 To develop adequate skills in using various methods of teaching Geography.
5 To develop adequate skills in using educational aids in Geography.
6 To develop adequate skills in preparing year plan, unit plan, lesson plan,
question items and unit test in Geography.
7 To understand the facts, terms, concepts and principals of Geography.
8 To apply facts or observe terms concepts and principles of Geography with
various teaching aids.
9 To develop ability for self study, analysis, problem solving, critical thinking
and evaluation.
10 To understand the concepts of evaluation and use of various evaluation tools
in Geography.
11 To promote value of national integration and international understanding.
12 To develop desirable attitude and appreciate contribution of Geography to life.
AREA- A
UNIT 1 Meaning nature and objectives of teaching geography.
1.1 Concept & nature of content cum methodology.
1.2 Various concepts & definitions of geography & explores of geography.
1.3 Scope of geography and its correlations with other subjects.
1.4 Place of geography in school curriculum.
1.5 Nature of syllabus- linear, concentric, topic-wise.
1.6 General objectives
1.7 Instructional objectives and their specifications.

AREA - B
UNIT 2 Methods, techniques and teaching aids in Geography.
2.1 Teaching methods
a) Story telling
b) Journey Methods
c) Excursion method
d) Demonstration method
e) Experimental method
f) Regional method
g) Project method
Note- These methods are to be studied from the following points of view.
1) Meaning, principle, characteristics of these methods with reference to the
students various standards.
2) Their limitations.
2.2 Techniques of teaching Geography.
a) Observation
b) Questioning
c) Local geography
d) Map reading
 e) Correlation
f) object teaching
2.3 Teaching aids
a) Non projected aids: maps, charts, atlas, pictures, globes, graphs,
models, specimen, black- boards.
b) Projected aids: OHP, projector, T.V., slides, etc. meteorological
instruments, computer, internet.
c) Books : Text book, reference books, Teacher hand book, Journals,
News paper.
d) Geography room.
e) Characteristics of geography teacher.
UNIT 3 Astronomy Geography
a) Solar system, its origin, components of solar system
b) The Earth- shape and size, motion of the earth, rotation, revolution
and their effects, latitude and longitude, longitude and local time,
standard time, International date line.
c) The moon and its motions, phases of the moon, eclipse, tides and
their effects on human life
UNIT 4 Physical Geography
a) Structure of the earth- Interior and exterior, continent and ocean
and their distribution
b) Major land formation
h) Rocks - a) volcano - causes and effect formation of igneous rocks.
b) Weathering - denudation and deposition, formation of
sedimentary rocks.
c) Slow crystal - Vertical and horizontal movements and their effects,
earthquakes, metamorphic rocks
d) work of running water
e) Ground water
f) Work of glacier
UNIT 5 Oceanography
a) Properties of sea water
b) Ocean currents and their effects, tsunami and its effects
c) Island
UNIT 6 Climatology
a) Atmosphere and climate- Global warming, ozone effect
b) Pressure belts, winds and their types
c) Temperature and humidity
d) Rains and their types
e) Rainfall distribution in the world
UNIT 7 Regional Geography
a) Concept of natural regions
b) Natural regions of the world
c) Natural regions of India- location, extension, physiography, climate
d) Neighbor country of India - Asian countrys
UNIT 8 Human Geography
a) Man and his environment
b) Pollution- Its types and effects and remedies
 c) Mans basic needs and its environment
d) Industry
e) Trade
f) Settlement
g) Transportation
h) Tourism of India
AREA C
UNIT 9 Planning and evaluation of Geography
a) Year plan
b) Unit Plan
c) Lesson plan- various types
UNIT 10 Testing
a) Tools of evaluation
i) Written test
ii) Practical examination
iii) Achievement test
iv) Questionnaire
v) Rating scale
AREA D
a) C.C.M. Workshop
b) Field work an any one Geography feature of local geography
c) Unit plan and unit test

REFERENCES-
1. All Geography text books that are sanctioned by the department of
education Maharashtra state for std. V to XII.
2. Principles of General Geography- Kazi and Joshi.
3. A background of physical geography by George p. Kellaway.
4. Physical geography- P. Lake
5. India and Pakistan - Sapte and Learmonth
6. Geography in school- Fairgrive
7. Teaching of geography- Rao M. S.
8. Hand of suggestion in testing of Geography [UNESCO]
9.
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 Content Cum Methodology- History
Objectives: To enable the pupil-teacher -
1. To understand the concept and nature of content-cum-methodology of History.
2. To understand the nature of History
3. To understand the meaning of History
4. To understand the modern concept of History.
5. To understand the scope of History.
6. To understand the purpose and place of History of secondary and higher
secondary level.
7. To understand the aims and objectives of teaching History
8. To decide and write instructional objectives with their specifications
9. To evaluate critically the textbook of History
10. To understand and study the curriculum of History of Secondary and Higher
Secondary level
11. To understand the nature of various methods of teaching History
12. To study the methods critically
13. To develop adequate skill in selecting and using various methods for different
units
14. To develop adequate skill in selecting and using instructional material in History
15. To understand the concept of Evaluation in relation to History
16. To prepare and use various tools of evaluation in History
17. To fulfill national objectives like National Integration through teaching of History
18. To develop extra activity for developing interest in History

AREA - A
Unit – 1 INTRODUCTION OF HISTORY
1.1 Concept, Nature and Importance of Content-cum-Methodology
1.2 Concept of History
g) Etymological Meaning of History
h) Various Definitions of History
i) Modern Concept of History
j) Nature and Scope of History
1.3 Types of History
1.4 Purpose and Place of History in Secondary and Higher Secondary
Curriculum
1.5 Correlation of History with other subjects (Languages, Geography,
Science, Mathematics, Drawing and Civics)

Unit – 2 METHODOLOGY OF TEACHING HISTORY

Objectives of teaching of History at
a) Secondary and Higher Secondary level
b) Instructional Objective
Construction of Curriculum of History
a) Concentric Method
b) Chronological Method
c) Topical Method
d) Periodic Method
 2.3 Various Methods of Teaching of History
a) Story Telling Method
b) Lecture Method
c) Discussion Method
d) Source Method
e) Project Method
f) Dramatization
Note: These methods should be studied from the following points: i) Meaning, ii)
Characteristics, iii) Advantages, iv) Limitations.
Teaching Aids
a) Historical Source Books
b) Audio Visual Aids
c) History Room
History Teacher –
a) Role and Characteristics of History Teacher
b) Professional Development of History Teacher

Critical Examination of Textbook of History

AREA – B

Unit – 3 Ancient History

3.1 Evolution of Man
3.2 Civilization – Harappa, Arab, Greek and Egypt
3.3 Vedic Period – Jainism and Buddhism
3.4 Dynasties – Maury and Gupta

Unit – 4 Medieval History of India

4.1 Rise and Fall of Great and Small Empire (800 to 1200)
4.2 Rise and Fall of Maratha Empire (1500 to 1818)
4.3 Rise and Fall of Mughal Empire (1500 to 1750)
4.4 Religious and Cultural Awakening (Sects – Varkari, Shaiva, Sufi and Sikh )

Unit – 5 Medieval History of Europe

5.1 Feudalism in Europe
5.2 Reformation Movement in Europe
5.3 Renaissance

Unit – 6 Modern History of India

6.1 The Advent of Europeans Struggle for power in India
6.2 Economic, Social and Religious consequences of British Rule in India
6.3 Indian Freedom Movement
From – 1857 to 1920
From – 1920 to 1947
6.4 India after Independence ( From 1947 to 1980)

Unit – 7 Modern History

7.1 First World War
7.2 Second World War
7.3 World Peace Movements (League of Nations and UNO)
7.4 Political Revolutions – American, French and Russian
7.5 Industrial Revolution

Unit – 8 Social Reform Movements in India

8.1 Raja Rammohan Roy
8.2 Mahatma Jyotiba Fule
8.3 Swami Vivekananda
8.4 Dayananda Saraswati
8.5 Nyaymurthi Ranade

Unit – 9
Rise of Democracy in England
Socialism, Communism and Internationalism
Discovery of New Lands and its Impact

AREA – C

Unit – 10 Planning and Evaluation

Year Plan, Unit Plan and Lesson Plan
Types of Test (Characteristics and Limitations)

AREA – D
PRACTICAL WORK:

Reference and Recommended Books

1. Kochar S.k.: Teaching of History, Sterling Publishers, New Delhi.
2. Arora A.K.: Teaching of History,
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 Content cum Methodology – Science
Objectives: - To enable to student teacher,
1. To understand the nature and important of content cum Methodology of teaching
Science.
2. To understand the curriculum and syllabus of science at secondary level.
3. To understand general and instructional objectives of teaching science.
4. To develop adequate skill using various method and techniques of teaching
science.
5. To develop adequate skills in preparing year plan, unit plan, lesson plan and
evaluation in science.
6. To develop adequate skills in preparing audio-visual aids and improvised
apparatus useful in science.
7. To organize co-curricular activities in science.
8. To understand the core content of physics, chemistry, biology.
9. To develop scientific attitude.
Unit- 1 Content cum Methodology in teaching of Science.
1.1 Content cum Methodology – Concept and Nature.
1.2 Need and importance of content cum methodology in teaching learning science.

Unit 2 Meaning, Nature and Importance of Science.

Science is a process and product.
Science is a structured knowledge.
Values of teaching science.
Place of science in school curriculum.
Nature of science syllabus- Concentric & Topic wise.
Correlation – In different branches of science and different school subjects.
Unit 3 Objectives of teaching science
General objectives at secondary and higher secondary level.
Instructional objectives with specifications as per Bloom’s Taxonomy.
Unit 4 Methods and Models of Teaching Science
4.1 Methods
a) Demonstration
b) Laboratory
c) Project.
d) Heuristic
e) Field trip
4.2 Models of Teaching Science
a) Concept Attainment Model
b) Advance Organizer Model
c) Jurisprudential Model.

Unit 5 Facilities and Equipments of Science Teaching

Science Laboratory
Science Fair and Science Club
Audio Visual Aids
Teachers Handbook, Bulletin
Use of ICT in Science Teaching

Unit 6 Science Teacher

Role of Science Teacher
 Characteristics of Science Teacher
Professional Development of Science Teacher

Unit 7 Core Content of Physics and Chemistry

7.1 Measurement
7.2 Motion
7.3 Energy
7.4 Light
7.5 Magnetism
7.6 Periodicity
7.7 Atomic Structure
7.8 Chemical Bound and Chemical Reaction
7.9 Methods of Purification of Substance

Unit 8 Core Content of Life Sciences

8.1 a) Classification of Plants and Animals
b) Ecosystem
c) Concept of Food Chain
d) Environmental Pollution
8.2 Organization of Organisms
8.3 a) Natural Resources and its Preservation
b) Reproduction
8.4 Human Diseases and Disorder
8.5 Technology and Human Life

AREA – C

Unit 9 Planning and Evaluation

Lesson Plan, Unit Plan and Annual Plan
Unit Test, Diagnostic Test and Remedial Teaching

AREA – D
PRACTICAL WORK

Reference Books :
1. Teaching of Physical Science – Anmol Publication, New Delhi.
(1995)
2. Teaching of Science Today & Tomorrow – Siddiqui.
3. Modern Science Teaching – R. C. Sharma
4. Science Teaching – Y. K. Yadav
5. Science Teaching – Mangal
6. Science Teaching – Kohli
7. AaSayayau@ta AQyaapana paQdtaI à Da^. AnaMta
jaaoSaI
8. iva&aanaacao AQyaapana à Da^. pa`Baakr hkIma
9. Saas~a Aqyaapana paQdtaI à kdma, baaoMdaDo-
10. iva&aana pauistaka à kpaaolao, mau@ta ivaVapaIz
11. AQyaapana pa`itamaanao à vaasaMtaI fDko
12. Saalaoya paustako [.5vaI tao 12 vaI

_________________________________________________
 Content Cum Methodology-- Mathematics

OBJECTIVES
To enable the pupil Teacher
1) To understand the meaning, History, Nature, Importance and Scope of
Mathematics for the Teaching purpose.

2) To understand the syllabus and curriculum of mathematics at secondary level for

the teaching of Mathematics.

3) To understand the methods of syllaus construction and characteristics of good

mathematics text book.

4) To understand the Objectives of teaching Mathematics.

5) To develop the adequate skills in using various methods and techniques of

teaching Mathematics.

6) To develop the adequate skills in preparing year plan, unit plan,lesson plan and
unit test in Mathematics.

7) To corelate mathematics within branches in Mathematics & other school subjects.

8) To develope Mathematics outlook for the teaching purpose.

9) To make competent & skillful teacher of Mathematics

Area -A
Unit1 :- Nature of Mathematics
a) Meaning & History of Mathematics.
b) Mathematics as a structured knowledge way of thinking (i.e. undefined
concepts, sequential subject, patterns, axioms)
c) Mathematics as a way of thinking (i.e.Analytical, Synthetical,Inductive &
deductive thinking.
d) Mathematics as a special language.

Unit 2 :- Importance of mathematics

a) Values of teaching Mathematics
i) pratical ii) Disciplinary iii) Cultural.
b) Co relation - within branches in mathematics other school subjects i.e.
science languages, Drawing, History, Geography & Economics.

Unit 3:- Scope and methods for syllabus construction of Mathematics.

a) Scope of Mathematics.
b) Place of Mathematics in school curriculum i.e. fundamental subject,
compulsory subject and optional subject.
c) Methods for syllabus construction of Mathematics
1) Concentric 2) Topical
 d) Characterstics of Ideal Mathematics text book ( internal & external
features )

Unit 4 : Objectives of Teaching Mathematics.

k) Meaning of objective
b) General objective of teaching Mathematics. (at Primary, Secondary & Higher
Secondary Level)
c) Instructional objectives of teaching Mathematics in class teaching. ( Knowledge,
Understanding, Application, Skill, Interest, Attitude, Appreciation and Individual
development).
d) Meaning of specification and its precaution.
Area - B
Unit - 5 Methods of Teahing Mathematics.
a) Concept of content cum methodology.
b) Methods of teaching Mathematics.
1) Inductive - deductive Method
2) Analytical - Synthetical Method
3) Heuristic Method.
4) Experimental Method.

Unit - 6 Techniques of Teaching of Mathematics.

a) Problem solving technics
b) Programme learning technics
c) Concept attainment model.
d) Advance Organizer Model.

Area - C
Unit - 7 Planning and Evaluation
a) Meaning and importance of
1) Lesson Plan
2) Unit Plan
3) Year Plan
b) Diagnostics Test and Achievement Test
c) Unit Test
d) Remedial Teaching
e) Oral Work in Mathematics
f) Mathematics Club

Unit -8 Core Content of Arithmatics and Algebra with respect to Methods &
Technique.
a) Set Theory - Concept of Set, Empty Set, Singleton Set, Finite and Infinite Set,
Sub Set Universal Set, Intersection of Sets, Union of Sets, Venn Diagram and Problems
on Sets.
b) Equations -
1) Linear Equations
2) Quadratic Equations
3) Simultaneous Equations
4) Solution of Simultaneous Equation by Graph
c) Polynomial - Algebraic and Rational Expression, Factorization, H. C. F. &
L.C.M
 d) Ratio Proportion and variations
e) Sequence - A.P. & G.P. sequences, nth term of sequence. Sum upto n
terms of sequence.
f) Indices ( Laws & Problems ) Logarithms,
g) Probability ( Std. X )

Unit - 9 Core content of Geometry with respective methods and techniques

a) Concept - Point, Line, Segment, Ray, angle, plane, parallel line, triangle,
quadrilateral, polygon, circle, congruency, similarity, symmetry of
diagrams.
b) Types of Angles, Types of Triangle, Types of Quadrilateral, Congruency
Test of Triangles, and similarity test of Triangles.
c) Area Various two dimensional diagram i.e. triangle, quadrilateral, circle,
and polygon,
d) Solid Figures and maturation - Total Surface Area, Volume and problems
e) Trigonometry - Six Trigonometric Ratio, Problems on Height and
distance.
f) Plane co-ordinate geometry.
1) Cartesian co-ordinate Geometry.
2) Distance Formula
3) Section Formula
g) Geometric Construction. -
1) To divide a segment in to a given number of congruent segments
2) To divide a segment in a given ratio
3) Constructio of Triangle if its base, the sum of the other two sides
and one of the best angles are given.
4) To draw a circumcircle of a tiangle.
5) To draw a inner circle of a triangle.
6) To draw an angle bisector of a given angle.
7) To draw a tangent to a circle passing through a point on the
circle.
8) To draw a tangent to a circle from a point outside the circle.
9) Constructing quadrilaters ( Std. VIII)

h) Theorems -
(1) Theorems of Triangles
i) The sum of the measures of the angels of a triangel is 1800
ii) The measures of an exterior angle of a triangel is equal to the sum o fthe
measures of the two remote interior angle.
iii) Theorem of isosceles triangle and its converse.
iv) Theorem of the midpoints of two sides of a triangle.
v) Basic Proportionality theorem (B.P.T.)
vi) Theorem of Pythagoras & its converse.
vii) Appollonious theorem.

(2) Theorems on Quadrilaterals

i) The diagonals of a parallelogram bisect each other.
ii) Diagonals of a rhombus are perpendicular bisectors of each
other.
 (3) Theorems on circle
i) The perpendicular from the centre of a circle to a chord bisects the
chord.
ii) Angle subtended by a semicircle is a right angle
iii) The opposite angles of a cyclic quadrilateral are supplementary.

Area - D
Practical Work

Refrence Book :-

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13 The Teaching of Mathematics-- Sidhu K.B.
Sterling publication, New Delhi.
14) The Teaching of Mathematics--Sudhir Kumar,Anmol Prakashan,New
Delhi.
15) The Teaching of Mathematics--Aggrawal S.M.
16) The Teaching of Mathematics in the new education--Aiyangar N.K.
Universal publication,New Delhi.
17) Content Cum Methodology of Teaching Mathematics for B.Ed. student-
N.C.E.R.T.New Delhi.
 Content Cum Methodology - Commerce
Objectives : To enable the pupil-teacher.
1. To understand the concept and nature of commerce content cum methodology.
2. To understand the nature, importance and scope of commerce
3. To understand the aims and objectives of teaching commerce
4. To understand the curriculum and syllabus of commerce at secondary level.
5. To develop adequate skills in using various methods of teaching commerce.
6. To develop adequate skills in preparing year plan, unit plan, lesson plan, question
items and unit test in commerce.
7. To develop ability or self study, analysis problem solving, critical thinking and
evaluation.
8. To understand the concept of evaluation and use of various evaluation tools in
commerce.
9. To promote value of national integration and international understanding.
10. To understand basic concepts, ideas and principles in commerce.
11. To develop desirable attitudes and appreciate contribution of commerce.
AREA - A
Unit -1Content cum methodology in commerce teaching.
1.1 Content cum methodology - concept and nature.
1.2 Importance of content cum methodology of commerce teaching.
1.3 Implementation of content cum methodology of teaching commerce.
Unit -2 Commerce subject and its structure
2.1 Meaning and scope of commerce.
2.2 Importance of commerce in daily life.
2.3 Place of Commerce in school curriculum.
2.4 Interrelationship of commerce with other subject.
2.5 Structure of commerce at school level.
Unit -3 Teacher, text book and commerce club.
3.1 Commerce teacher and his qualities
3.2 Characteristics of good commerce text book evaluation of commerce text
book.
3.3 Commerce club-meaning, importance and different activities of commerce
club.
Unit - 4 Aims and objection of teaching commerce
4.1 Aims (broad objectives)
4.2 Instructional objectives and thier specifications.
AREA - B
Unit - 5 Methods of teaching commerce
5.1 Lecture method
5.2 Discussion method.
 5.3 Inductive-deductive method.
5.4 Project method
5.5 Problem solving method.
5.6 Revision method.
5.7 Role play method
5.8 Singal commodity method
5.9 Historical approach method.
Note - These methods are to be studied from the following points of view.
a) meaning, principles, and characteristics of these methods with reference to
the students at various standers.
b) Their limitations.
Unit - 6 Teaching aids
6.1 Maps, charts, pictures, graphs, blackboard
6.2 Text book, reference book, teacher handbook
6.3 Epidiascope, projector, T. V., Film and film strips.
6.4 Visits and tours
6.5 Actual illustrations from the field of business.
6.6 Commercial news reported in newspapers.
Note - These teaching aids should be studies from the point of view of nature,
important, merit and demerits.
Unit - 7 Core content of commerce
7.1 Trade and commerce
a) Meaning, importance, and difference between trade and commerce.
b) Evolution of money, primachine and machine age.
c) Types of trade - retail and wholesale.
d) Procedure of trade transaction.
e) Role of mercantile agent.
f) Modern commercial office.
7.2 Commercial organization
a) Sole trade. b) Partnership. c) Co-operative societies d) Joint stock company.
Unit - 8 Core content of commerce
8.1 Marketing
8.2 Salesmanship and advertising.
8.3 Banking
8.4 Transport
8.5 Insurance
AREA - C
Unit - 9 Planning for teaching commerce
9.1 Year plan
9.2 Unit Plan
9.3 Lesson Plan
Unit - 10 Testing
10.1 Tools of evaluation.
10.2 Written and oral test in commerce.
10.3 Diagnostic test in commerce.
AREA - D
Practical work.

Reference Books:
1. Textbooks for std. 8th to 12th in Maharashtra.
2. Methods of teaching commerce – Lullo B., M.S. University, Baroda.
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rajasqaana ihMdI ga`Mqa AkadmaI.
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pa`a.gaajaro, nautana pa`kaSana, pauNao.
6. AaSayayau@ta AQyaapana paQdtaI à Da^.
AnaMta jaaoSaI

_______________________________________