1year Syllabus 300716 PDF
1year Syllabus 300716 PDF
DEPARTMENT OF EDUCATION
BACHELOR OF EDUCATION (B.Ed.) - Two Year Programme
Syllabus
w.e.f.- 2015-16(as revised on 07-11-2015)
FIRST YEAR
Paper Objectives
• Aims of education
• Meaning , Nature and Scope of Philosophy and its relationship with Education .
• Idealism
• Realism
• Naturalism.
• Pragmatism
• Humanism
Education
SUGGESTED READINGS
• S.M. Yunus Khan and Dr. Karan Singh; “Teacher in Emerging Indian
Society.-Govind Prakashan, Lakhimpur Kheri
Paper Objectives
• Diversity , Inequality and marginalization in society and the implications for education
• 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.
• Know the means 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.
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.
Unit III
• 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
Unit V
• 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, Kasturba Gandhi Balika Vidyalaya ( KGBV), Ashram
Paddhati School
SUGGESTED READINGS
• 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.
• Govt. of India (2009) The right of Children to free and compulsory education act 2009
• रामशकल पाडे य , डा. ममता चतुवदी : उदीयमान भारतीय समाज म िशक, अमवाल
पिलकेशन आग रा -2
• Develop skills for effective teaching learning process and use of psychological test.
• 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.
Unit V: Personality
SUGGESTED READINGS
• Dececco, J.P.: The Psychology of Learning and Instruction Prentice Hall of India, Pvt.
Ltd. New Dehli. 1977
• Gronlund, N.E. Educational Measurement & Evaluation Prentice Hall, INC, N.J.
• Lortan, J.W. & B.L. Walley Introduction to Early Childhood Education D.Van Nor
stand Co. New York
• Morse, W.C. & G.M. Wingo Psychological & Teaching (3rd ed.) P.B. Tarporewal Sons
& Co. Pvt. Ltd. Bombay
• Oven, Steven et. Al. Educational Psychology: An Introduction. Little, Brown & Co.
Boston
• Pandey, B.B. & Singh, Rajesh Mapan, Mulyankan Avam Prarambhic Sankhyaki,
• Thorndike, R.L. & E.P. Hagan Measurement And Evaluation In Psychology. And
Education, (III ed) Wiley Eastern Ltd. New Delhi
Paper Objectives-
• Inductive-Deductive approach
• 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.
• Text Books, Science journals, handbooks, other resource materials for Teaching
Biological science.
• Types of evaluation
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Practicum/ Internal assessment
• Microteaching 10 Marks
SUGGESTED READINGS
Reports
Books
• डा. एस. के . मं
गल , ौीमतीशुॅामंग ल: जैिवकिव&ानिशण
,इटरनेशनलपिलिशं
ग हाउसमेरठ 250001 , लॉयलबुकिडपोमेरठ
• 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.
11 | 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
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-I Structure and Nature of Science
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• 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
• oC-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 10 Marks
/ Working Model
SUGGESTED READINGS
To enable pupil-teachers to
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
• Understand the basic principles of Curriculum Organization.
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• 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.
• Microteaching 10 Marks
SUGGESTED READINGS
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• 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.
• Dececco, J.P. and Crawford, W. (1977). The psychology of learning and Instruction. New
Delhi: Prentice Mall of India Pvt. Ltd.
• Kapur, J.N. (2002). Suggested experiments in school mathematics. New Delhi: Arya
Book Depot.
• 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 Objectives
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• 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.
• 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
• 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
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Unit VII – Teaching-Learning of Geography and Economics
• 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
• Microteaching 10 Marks
• Preparation of One Improvised apparatus / Low Cost Material aid / Working Model
SUGGESTED READINGS
• 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.
• J.C. Agarwal (2006) Teaching of social studies ( 4th edition), Noida, Vikas Publication
House.
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
fgUnh f”k{k.k fof/k
mn~ns”;&
Nk=k/;kid dks&
Hkk’kk lajpuk esa fgUnh Hkk’kk rRoksa dk le>kuk
Jo.k] Hkk’k.k] okpu ,oa ys[ku lEcU/kh Hkk’kk;h dkS”kyksa dks le>kuk
fgUnh Hkk’kk vkSj mlls lEcfU/kr {ks=ksa esa n{krk gkfly djkuk
fgUnh Hkk’kk f”k{k.k ds lkekU; fl)kUr] fof/k;kWa] izfof/k;kWa] lw= ,oa f”k{k.k
;qfDr;kWa ls ifjfpr djkuk
bdkbZ& izFke
fgUnh Hkk"kk dk mn~Hko] fodkl ,oa izd`fr&fgUnh&/ofu foKku&fgUnh “kCn foKku&fgUnh okD;
foKku
bdkbZ& f}rh;
fgUnh Hkk"kk dk egRo ,oa mldk izkFkfed] mPp izkFkfed] ek/;fed ,oa mPp ek/;fed Lrj ds
ikB~;dze esa LFkku
ikB~;dze& vFkZ ,oa egRo] ikB~;dze fuekZ.k ds fl)kUr ,oa izfdz;k] fofHkUu Lrjksa ij fgUnh ds
orZeku ikB~;dze dh lekykspuk ,oa lq/kkj ds fy, lq>ko
fgUnh f”k{k.k ds mn~ns”;
bdkbZ& r`rh;
fgUnh esa d{kk&f”k{k.k ds lkekU; fl++)kUr ,oa lw=
fgUnh f”k{k.k dh fof/k;kWa] izfof/k;kWa ,oa f”k{k.k ;qfDr;kWa
fgUnh x| f”k{k.k] i| f”k{k.k] ukVd f”k{k.k] dgkuh f”k{k.k ds mn~ns”; ,oa mudh fof/k;kWa
19 | 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 O;kdj.k f”k{k.k ds mn~ns”; ,oa mudh fof/k;kWa
lkSUn;Z lkfgR; dk fodkl&jl] vyadkj] ,oa NUn f”k{k.k ds mn~ns”; ,oa mudh fof/k;kWa
bdkbZ& prqFkZ
fgUnh eas Jo.k dkS”ky] iBu dkS”ky
fgUnh esa ys[ku¼orZuh½ dkS”ky] Hkk"k.k ¼mPpkj.k½dkS”ky
fgUnh dk vU; fo"k;ksa ls lg&lEcU/k
JO;&n`”; midj.k vkSj mudk fgUnh f”k{k.k esa mi;ksx
bdkbZ& iape
fgUnh ikB~;iqLrd& ikB~
ikB~;iqLrd dk vFkZ ,oa egRo] ,d vONh ikB~;iqLrd ds y{k.k] fgUnh
fgUnh dh
orZeku ikB~;iqLrdksa dk lekykspukRed ewY;kadu ,oa lq/kkj gsrq lq>ko
fgUnh
gUnh f”k{kd& fgUnh f”k{kd dk egRo] ,d fgUnh f”k{kd ds izeq[k xq.k
fgUnh esa ewY;kadu& fofHkUu izdkj ds ijh{k.k¼vkRefu"B ijh{k.k ,oa oLrqfu"B ijh{k.k½] mudk
fuekZ.k ,oa iz”kklu
fgUnh esa ikB~;lgxkeh fdz;k;sa
bdkbZ& ‘k’Be~
lw{e f”k{k.k&
fgUnh esa ikB fu;kstu
nRr dk;Z& ¼fuEu esa ls dksbZ एक ½
• Microteaching 10 Marks
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vuqeksfnr iqLrdsa
1- fgUnh f”k{k.k
f”k{k.k jke “kdy ik.Ms;] fouksn iqLrd eafnj] vkxjk
3- fgUnh f”k{k.k ch0 ,y0 “kekZ] vkj0 yky cqd fMiks] esjB
4- fgUnh f”k{k.k fxjh”k ipkSjh] lhek “kekZ] vkj0 yky cqd fMiks] esjB
6- fgUnh Hkk’kk f”k{k.k HkkbZ ;ksxsUnz thr] fouksn iqLrd eafnj vkxjk
7- Hkk’kk dk f”k{k.k&fof/k;ka vkSj ikB y{eh ukjk;.k “kekZ] fouksn iqLrd eafnj vkxjk
9- fgUnh f”k{k.k ladYiuk vkSj iz;ksx ghjk yky cNkfV;k] fdrkc izdk”ku] nfj;k xat] ubZ fnYyh
Paper Objectives
• Aids and other similar available material that could be used for teaching language.
• The study of semantic aspect, the phonetic aspect, the graphic aspect and the phonetic –
graphic aspect.
21 | 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
• 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 English—Translation Method, Direct Method,
Bilingual Method , Structural Method
UNIT II Teaching Element of English Language
• 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
22 | 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
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
UNIT IV
• Instructional aid for teaching English – Importance of audio visual aids in
teachingEnglish
23 | 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
• Microteaching 10 Marks
SUGGESTED READINGS
Paper Objectives
• 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.
24 | 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
• To develop awareness of formation of good sentences.
• To make teacher aware with the method of teaching language differently.
• 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.
Philosophical, social and psychological basis and approaches of language acquisition and
language learning.
Whole language approach
Constructive approach
Multilingual approach
• Methods of Language Teaching :
25 | 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
• Natural method
• Communicative approach
• Teaching Aids
UNIT-IV NATURE OF LANGUAGE
• 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.
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.
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.
26 | 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
• Micro teaching plans-its nature, needs objectives, merit and demerits.
• Forms of Lesson
plan.
• Microteaching 10 Marks
SUGGESTED READINGS
Paper Objectives
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• To understand the different roles of language.
• The techniques of obtaining feedback for self evaluation and evolution of students
success in learning and using for language.
• The importance of Sanskrit in Indian Society and its place in the curriculum- Primary,
Junior High school and secondary education levels.
• Curriculum of 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.
• 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.
UNIT-VI
• Forms of Lesson
plan.
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• Text book-Criteria of a good text book-A Critical Suggestion for improvement.
• Audio-visual aids and their importance in the teaching of Sanskrit – related co-
curricular activates.
• Principles and practice in preparation of instructional materials for pupil with team
teaching, programmed teaching, computer assisted, teaching, micro teaching, skills
teaching.
• Microteaching 10 Marks
• Preparation of One Improvised apparatus / Low Cost Material aid / Working Model
• Remedial work in speech training-Practice in effective speech, oral skills, speech
recoding practice and improvement.
SUGGESTED READINGS
• Apte, D.G. and Dongre, P.k- Teaching of Sanskrit in secondary school, Acharya book
Depot,Boroda,1980.
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• Chaturvedi,R.s- Sanskrit ShikshanPadhati.
Course Objectives:-
Course Content-
• Importance of Arts and its place in the curriculum of Primary, Junior High school and
Secondary Education level.
• 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 model and imagination .(d) Lesson Planning
31 | 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
• Text –books , criteria of good text book in Arts , A critical appraisal of present text –
books in Art suggestion for Improvement .
• Different type of tests , their construction and administration testing practical skill in
Arts.
• Microteaching 10 Marks
• Preparation of One Improvised apparatus / Low Cost Material aid / Working Model
1. Appreciate the need for learning Home Science either as separate disciplines or as any
integrated discipline.
2. Dev elop knowledge about the basic principles governing the construction of Home
Science.
3. Develop the class-room skills needed for teaching of Home Science either as a separate
or as an integrated discipline using modern methodology .
5. Develop the ability to organise co-curricular activities and community resources for
promoting Home Science learning .
Unit I-
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4. Curriculum : courses of study in Home Science .
Unit II-
UnitIII-
4. Budgeting .
UnitIV –
4. Principles of Physical&MentalHealth.
UnitV –
1. TextBook: Criteria of a good text book in Home Science , Criticalapprasial of the present
text book in Home Science , Suggestion for improvement .
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4. Home Science teacher as extension workor.
UnitVI-
Different type of tests –Essay type , Short –Answer type and Objective type,Their
constrution and administration ,Testing practical work in Home Science .
Practise Teaching will be organized for pupil teacher ,Supervisor should be subject – teacher.
• Microteaching 10 Marks
• Preparation of One Improvised apparatus / Low Cost Material aid / Working Model
SUGGESTED READINGS
Course Objectives :-
UNIT-I
UNIT-II
•The importance of music and its place in the curriculum of Primary, Junior High School
and Secondary Education levels.
• Correlation of music with other school subjects.
UNIT-III
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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
• Microteaching 10 Marks
• Preparation of One Improvised apparatus / Low Cost Material aid / Working Model
Unit-II
• (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
Unit-IV
• Text books, criteria of good text books in commerce, critical appraisal of the present text
books in commerce, suggestions for improvement.
Unit-V
• Different type of test (Essay type, short answer type and objective) their construction and
administration.
Practicum/Assignment
• Microteaching 10 Marks
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Anyone from the following 5 marks
• Preparation of One Improvised apparatus / Low Cost Material aid / Working Model
Paper Objectives
UNIT- I
UNIT- II
UNIT- III
UNIT- IV
UNIT-V
38 | 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
• 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.
Practicum /Activities
SUGGESTED READINGS
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• 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;
• 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-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
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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.
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 Asanas-
Meditative 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)
Practicum
• 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
SUGGESTED READINGS
• 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 ¼ifjpkfjdkvksa ds fy,½] cukjlhnklHkuksr] tcyiqj] 2009.
• vxzoky] ih-
ih-lh-
lh-]VsDlVCkqdvkWQdE;wfuVhgsYFk] ç[kjcqDl] Xokfy;j] 2013.
• Gupta M.C, and Mahajan B.K.,Textbook of Preventive and Social Medicine (4th Ed.),
Jaypee Brothers, New Delhi, 2013
41 | 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
Paper Objectives :
• The student teachers will be able to acquire knowledge of computer, understand the
basics of computer.
UNIT-I
UNIT-III
• Feature of Windows,
• Utility of Windows.
UNIT-IV
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• Computer as a learning tool - Browsing of Internet. Survey of Educational
sites, Downloading relevant material,
UNIT- V
Practicum
• Create a digital Unit Plan [Teachers multimedia Presentation in her selected pedagogy
subject]
SUGGESTED READINGS
43 | 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
• Kumar, Gaurav. (2014). ICT, Skill Development. Patiala: 21st century publication.
44 | 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
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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