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Barkatullah University, Bhopal

Two-year (Four Semester)

Bachelor of Education (B.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

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Faculty of Education
B.Ed. Examination
I, II, III & IV SEM.

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 cjdrmYyk fo'ofo|ky;]Hkksiky
Barkatullah University, Bhopal
Two-year (Four Semester)
Bachelor of Education (B.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

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Faculty of Education
B.Ed. Examination
First Semester

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 BARKATULLAH UNIVERSITY, BHOPAL
Syllabus & Course Structure
BACHELOR OF EDUCATION (B.Ed.)
B.Ed. Course Scheme of Examination – Semester Scheme
Semester – I
Course/Paper Hours Total Internal External
per marks (Formative) (Summative)
week Max. Min. Max. Min.
Group A : Core Course
CC 1 : Childhood & 6 100 25 9 75 27
Growing Up
CC 2 : Education in 6 100 25 9 75 27
India -Status, Problems
and Issues
CC 3 : Language across 4 50 15 6 35 12
the curriculum – Part 1
CC 4 : Curriculum 6 100 25 9 75 27
Development & School
EPC 1 : Reading and 2 50 20 7 30 11
Reflecting on Texts
Total 400 110 40 290 104

Note: Assignments & Tasks for Courses 1,2,3,4

Page 3 of 125
Eligibility to take the Examination
a. A candidate shall appear at the final examination if he/she
satisfactorily completes, besides fulfilling all other conditions
under regulation of this syllabus.

Guidelines for Internal Assessment:

1 The college shall submit to the University all the internal
assessment marks pertaining to theory and practicum as
detailed in above to the University a week before the
commencement of the theory examination along with CD in the
format supplied by the University.
2 The Registrar (Evaluation) shall arrange for scrutiny of internal
marks by constituting a committee of 2-3 members. The
committee shall ascertain IA marks in the light of guidelines.
The Registrar (Evaluation) shall call for all the IA related records
of any Affiliated College without any prior intimation or the
screening committee may visit any B.Ed college at any time
during the office hours without any intimation; and during such
surprise visit, the screening committee shall verify the IA
records.
3 The individual colleges shall also submit the required
descriptive statistics i.e., Frequency distribution, Mean, for
(i)Total Internal Assessment (ii) Individual papers and (iii)
Internship in Teaching as directed by the Registrar(Evaluation).
4 The Principal of the college shall submit a fair copy of the
moderated consolidated marks lists incorporating the directions
of the Registrar (Evaluation).
5 In the instance of any malpractice coming to the knowledge of
the Registrar (Evaluation) the matter will be seriously viewed by
the University for appropriate action.
6 The decision of the University shall be final.

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Scheme of Examination:
1 There shall be a University Examination at the end of each
semester.
2 Scheme of studies and examination of the B.Ed. Course (vide
Annexure 1)
3 The External and internal assessment for each Theory and MOT
paper shall be 75 and 25 marks respectively.

Theory Examination – Question Paper Pattern

Pattern of all Question Papers for B.Ed. papers (duration of examination-3 hrs)

No. of questions to be Marks per Total

Section Nature of objectives to be covered
answered question marks
A 11 Questions out of 14 Knowledge/Understanding/Comprehension type
Questions to be 5 55 questions. Each should answered in not more than
Answered one Page (100-150) Words).

B 2 Questions out of 4 10 20 Application, Analysis, Synthesis,

question to be answered Evaluation type questions Each should
be answered in about 2 to 3 pages (400-500
Words)
Total 75

Note : 1. All units in a given subject/paper should be adequately

represented in the question paper.
2. Due weightage in terms of marks should be given to each unit.

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 Internal Assessment:
A. The Internal Assessment marks of the theory papers are as
follows.
Particulars Marks
1. Attendance 5 Marks
st
2. 1 Test 5 Marks
nd
3. 2 Test 5 Marks
4. Assignment 10 Marks
Total 25 Marks

Attendance Marks Split-up

Attendance 90 and Above 80 Above 75 70 and
(in percentage) above to 90 to 80 below
Marks 5 4 3 No Marks

Community Orientation Grades

a. SUPW
b. PE/Games
C. Citizenship Training Camp (CTC)

Grades (A= Excellent, B=Good, C= Average)

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 BARKATULLAH UNIVERSITY, BHOPAL
Bachelor of Education (B.Ed.) Course
Compulsory Paper
Semester – I
CC 1: Childhood & Growing Up
Max. Marks : 75
Min. Marks : 27
Objectives: •
 To develop an understanding of different aspects of a child’s physical, motor,
social and emotional development. 
 To understand the developmental process of children with diverse abilities in
social, cultural and political context. 
 To build sensitivity towards children’s developmental needs and capabilities,
within their socio-cultural context. 
 To develop a sensitive and critical understanding of the different social/
educational /cultural/political realities at the core of the exploration into
childhood. 
 To build an interdisciplinary frame work to interpret, analyse observations and
interactions from cross culture psychology. 
 To develop critical deconstruction of significant events that media highlights and
creates during childhood 
 To provide hands-on experiences to interact with children, and training in
methods to understand aspects of the development of children. 
 To develop the power to interpret how gender caste and social class may impact
the lived experience of children. 

Page 7 of 125
 CONTENT

Unit 1: Perspectives in Development

 Concept , Meaning ,Scope and Function and Educational Psychology 
 Introduction to development: concept and introduction to perspectives in
development, humanistic psychology and developmental theory 
 Enduring themes in the study of development: development as multidimensional
and plural; Development as continuing through the life span; ways in which
development is continuous/discontinuous? ; Socio-cultural contexts influencing
development 
 Gathering data about children from different contexts: naturalistic observations;
interviews; reflective journals about children; anecdotal records and narratives;
clinical methods with reference to Piaget
 Method: Longitudinal, Cross Sectional, Sequential, Cohort methods:
Biographical, Case study and Observational method. 

Unit 2: Stages of Human Development

 Child as a developing individual; a psycho-social entity; stages of development 
 Developmental characteristics of a child and an adolescent: physical, cognitive,
social, emotional, moral and language; their interrelationships 
 Developmental tasks of childhood and adolescence and their implications 
 Factors influencing development such as heredity& environment, media,
nutrition, child-rearing practices, siblings and peers 
 Commonalities and diversities within the notion of childhood and how multiple
childhoods are constructed with particular reference to the Indian context-Living
in an urban Slum, Growing girl, and Growing up in dalit household 

Unit 3: Social and Emotional Development

 Basic understanding of emotions, how differential gender socialization occurs • 
Personality development: Freud; psycho-social development-Erikson; influence
of early childhood experiences on later personality. 

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
 Social theories and gender development: meaning of gender roles; influences on
gender roles, stereotypes, gender in the playground. 
 Development of emotions: functions of emotions, attachment-Bowlby. 

Unit 4: Contexts of Socialization

 Concept of socialization: family and child relationships; parenting, child rearing
practices 
 Schooling: peer influences, school culture, relationships with teachers, teacher
expectations and school achievement; being out of school, overage learner 
 Relationships with peers: friendships and gender; competition and cooperation,
competition and conflict; aggression and bullying from early childhood to
adolescence. 
 Social, economic and cultural differences in socialization: implications for
inclusion. 

Essential Readings
 Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children.
New York: Worth Publishers. Chapter 1: The study of Human Development. 
 Newman, B. M. and Newman, P.H. (2007). Theories of Human Development.
London: Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction. 
 Papalia, D. E. and Olds, S. W. (2003). Human Development. New York:
McGraw Hill Higher Education. Chapter 1: The Study of Human Development, 
Chapter 2: Theory and Research, Chapter 4: Physical Development During the
First Three Years, Chapter 7: Physical Development in Early Childhood, Chapter
9: Physical Development in Middle Childhood.
 Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development:
Theory, Research and Applications in India. Sage publications. Chapter 4:
Theoretical Frameworks in Cross-cultural Psychology, Chapter 6: Individualism
in a Collective Culture: A Case of Co-existence of Opposites. 


Page 9 of 125
  Vasanta, D. (2004). Childhood, Work and Schooling: Some Reflections.
Contemporary Education Dialogue, Vol. 2(1), 5-29. 6. Mukunda, K. V. (2009).
What Did You Ask in School Today? A Handbook on Child Learning. Noida:
Harper Collins. Chapter 4: Child Development, 79-96. 
 Readings for Discussion 1. Aries, P. (1965). Centuries of Childhood-A social
history of the family life. Random House Inc. Chapter 1: The Ages of Life,
Chapter 2: The Discovery of Childhood, and Conclusion - The two concepts of
childhood. 2. Harris, M. and Butterworth, G. (2002). Developmental Psychology:
a student’s handbook. New York: Taylor & Francis. Chapter 1: A Brief History
of Developmental Psychology. 

Advanced readings
 Kakkar, S. (1978). Indian Childhood: Cultural Ideas, And Social Reality. New
Delhi: Oxford. 
 Nambissan, G. (2010). Exclusion and Discrimination in Schools: Experiences of
Dalit Children; Working paper series Volume 01, Number 01, Indian Institute of
Dalit Studies and UNICEF. 
 Kakkar S. (1991). The Inner World: A Psycho-analytic study of childhood and
society in India. Delhi: Oxford University Press. 
 Sandra, L. Bem (1987). Gender Schema Theory and its Implications for Child
Development: raising gender a schematic children in a gender schematic society,
in M.R. Walsh, (ed). The Psychology of Women. Harvard University Press
Cambridge, 206-226. 
 Weiner, M. (1991). The State and the Child in India: Child Labour and Education
Policy in Comparative Perspective. Princeton: Princeton University Press. 

Page 10 of 125
 BARKATULLAH UNIVERSITY, BHOPAL
CC 2. Education in India- Status, Problems and Issues
Max. Marks : 75
Min. Marks : 27

Objectives:
 To develop perception of the role and functions of a teacher as envisaged
in the NPE 1986 and to familiarize the Student Teacher with the different
projects and schemes at Secondary level in M.P.  
 To develop an understanding of the brief historical background of Indian 
 Education with special reference to Secondary Education.  
  To develop an understanding of the objectives and scope of Secondary Education.

 To develop an awareness of the professional ethics.  

CONTENT
UNIT 1: Concept of Education –
 Indian and Western. Aims of Education; Functions of Education. 
 Education as an instrument of Social Control, Social Change, 
 Preservation of Cultural Heritage and Values. 
 School and the society, Culture and Education, School as a Social System.
Agencies of Education – Informal, Formal and Non-formal . 

UNIT 2: Salient Features of Ancient Indian Education –

 Vedic, Buddhist, Islamic 
 Tradition in Education. 
 Major landmarks of British System of Education in Colonial India particularly 
From the viewpoint of Aims, Structure, Curricula and Methods of Education.
 Efforts towards evolving a national system of Education. 

Page 11 of 125
 Unit -3: Secondary Education
 General Aims and Objectives of Secondary Education and Structure.,
Education during Post Independence Period. Constitutional provisions for
education, Secondary Education commission 1952-53, Education Commission
1964-66, New Education Policy 1986 with Programme of Action 1992, 
 Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3)
KSEEB with respect to curriculum.4) Examination System etc., 
 Secondary School Teacher–Qualifications, Competences, Job Profile,
Professional Code of Ethical conduct. 
 Role of Secondary school teacher in Emerging India. 
Unit - 4: Teacher Education and Secondary School Curriculum
 Status, Aims and Objectives of Teacher Education in India. 
 Role and Responsibilities of NCTE NCERT, DSERT, CTE, IASE 
 Professional organisation in the field of Teacher education 
 Rastriya Madhyamika Shikshana Abiyana (RMSA), NCF-2005 
 Programmes for enhancing efficiency and productivity of school teachers- In-
service training – orientation and content enrichment programmes. 
Assignments: (Any two of the following.)
 Prepare and execute a plan for making at least two children and one 
 adult literate from the community. 
 Plan and organize a field trip/excursion to a nearby area of educational
important and submit a report.
 Visit to block or district and divisional educational offices and study their 
 educational management pattern and submit the report.  
 Prepare one project for institutional planning.  
 Critically Study the working of the one of the parent teacher association 

 in any two secondary schools.  

 A critical survey of co-curricular activities in secondary schools.  

Page 12 of 125
Reference:
 Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society
NCERT New Delhi. 
 Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University
Press, New York 
 Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the Internal
Commission on Education for Twenty First Century UNESCO. 
 Dewey I (1952) Experience in Education, Collier Macmillan. 
 Dewey S (1956) Democracy in Education New York: Macmillan. 
 Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban. 
 Government of India (1952) Report of the Secondary Education Commission, New
Delhi:- Ministry of Education. 
 Government of India (1966) Report of Education Commission Ministry of Education,
New Delhi. 
 Government of India MHRD (1986) (Revised 1992) National Policy of Education. New
Delhi. 
 Government of India (1992) Report of Core Group on Value Orientation of Education
Planning Commission. 
 Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.
 Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey
and Sons INC. 
 Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society, New Delhi. 
 Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo
Prakashan. 
 Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put Ltd.
Calcutta. 
 Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot. 
 Naik J. P. and Syed N (1974) A Student’s History of Education in India, New
Delhi.Macmillan Co. 
 Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education
Bombay : Allied Publishers. 
 NCTE (1988) Gandhi on Education , New Delhi 
 Salamaliha(1979) Education in Social Context. New Delhi. NCERT. 

Page 13 of 125
 BARKATULLAH UNIVERSITY, BHOPAL
CC 3. Language across the curriculum – Part 1
Max. Marks : 35
Min. Marks : 12
Objectives
 Aim of the Course Language is the medium for comprehending ideas, for
reflection and thinking, as well as for expression and communication. 
 Enhancing one's facility in the language of instruction is thus a vital need of
student- teachers, irrespective of the subject areas that they are going to teach. 
 This course is visualized as a range of primarily text-based language activities,
which will aid in strengthening the ability to 'read', 'think', ‘discuss and
communicate' as well as to 'write' in the language of instruction. 
 It is likely that student teachers will begin the programme with different levels
of language ability; hence group work that supports different levels of learning
is envisaged as a central feature of this course. 

Course outline
UNIT 1: ENGAGING WITH NARRATIVE AND DESCRIPTIVE ACCOUNTS
 The selected texts could include stories or chapters from fiction, dramatic
incidents, vivid descriptive accounts, or even well-produced comic strip stories.
Suggested Activities 
 Reading for comprehending and visualizing the account (individual plus group
reading and discussion/explanation) 
 Re-telling the account – in one's own words/from different points of view
(taking turns in a smaller group) 
 Narrating/describing a related account from one's life experience (in front of a
smaller group) 
 Discussion of characters and situations – sharing interpretations and points of
view (in a smaller group) 
 Writing based on the text, e.g. summary of a scene, extrapolation of story,
converting a situation into a dialogue, etc. (individual task). 

Page 14 of 125
UNIT 2: ENGAGING WITH POPULAR SUBJECT-BASED EXPOSITORY WRITING
 The selected texts could include articles, biographical writing, or extracts from
popular non-fiction writing, with themes that are drawn from the subject areas of
the student teachers (various sciences, mathematics, history, geography,
literature/language pieces) For this Unit, the student-teachers should work in
groups divided according to their subjects, within which different texts could be
read by different pairs of student-teachers. 

Suggested Activities
 Reading to extract overall meaning, information, subject knowledge (guided
reading in pairs and simple note making) 
 Identifying major concepts and ideas involved and making notes on these in
some schematic form – flow diagram, tree diagram, mind map, etc. (guided
working in pairs) 
 Explaining the gist of the text/topic to others (in the larger subject group) 
 Attending the writing style, subject-specific vocabulary and 'perspective' or
'reference frame' in which different topics are presented—this will vary across
subjects and texts, and requires some interpretative skills for 'placing' the context
of each text (group discussion and sharing) 
 Writing a review or a summary of the text, with comments and opinions
(individual task) 

UNIT 3: ENGAGING WITH JOURNALISTIC WRITING

 The selected texts would include newspaper or magazine articles on topics of
contemporary interest. Student-teachers can be grouped randomly for this Unit. 

Suggested Activities
 Using reading strategies, such as scanning, skimming and reading for extracting
information – as appropriate for initial reading of articles (guided individual
task) 
 Analysis of structure of the article, identifying sub-headings, key words,

Page 15 of 125
 sequencing of ideas, use of concrete details, illustrations and/or statistical
representations, etc. (guided working in pairs) 
 Critical reading for attending 'framing' of the article, point(s) of view presented,
possible biases or slants (small group discussion) 
 Researching and writing articles on topics of local interest (working to produce a
local interest magazine). 

REFERENCES :
1. Bose, R. B. N. & Sterling, T. S. : Elements of English Rhetoric and Prosody;
Chakraborty, Chatterjee Co. Ltd. Calcutta, Latest Edition.
2. Bright, J. A. & McGregor, G. P.; Teaching English as a Second Language, ELBS &
Longman, London, 1978.
3. Brumfit, C. J. & Johnson, K.; The Communicative Approach to Language Teaching,
OUP, Oxford, 1979.
4. Heaton, J. B. : Language Testing, Modern English Publication Ltd., Great Britain,
1982.
5. Hornby, A. S. : Oxford Advanced Learner’s Dictionary of Current English, OUP,
Oxford, Latest Edition.
6. Johnson, J.; The Communicative Approach to Language Teaching, OUP, Oxford,
1979.
7. Johnson, K. : Communicative Syllabus Design and Methodology, Pergamum Press,
Oxford, 1982.
8. Jones, D. : English Pronouncing Dictionary, ELBS, London, Latest Edition.
9. Kemp, et al.; Designing Effective Instruction, Macmillan College Publishing
Company, 1994.
10. Krashen, S.; Second Language, Acquisition and Second Langu., Learning,
Pergamum Press, New York, 1979.

Page 16 of 125
Suggested Reading:
Agnihotri, R.K., Khanna, AL, 1994(Eds). Second Language Acquisition: Socio-Cultural
andLinguistic Aspects of English in India(RALI), New Delhi, Sage Publication

Baruah, T.C. 1984, The English Teachers Handbook, New Delhi, Sterling Publishers.

Bansal, R.K. and Harrison, J.B., 1972: Spoken English in India, Madras, Orient
Longman

Brown, J.D. 1996: Testing in Language Programmes, Upper Saddle River, NJ, Prentice
Hall Regents Chomsky, N. 1986. Knowledge of Language, New York ,Praeger

Crystal David, 1997. Globalization of English, Cambridge; Cambridge University Press

Ellis, R. 1992, The Study of Second Acquisition, Oxford, Oxford University Press

Khulchandani, L.M. 1988: Language in a plural society, Delhi, Motiram Banarasidas

and Shimla

Lewis.M. 1993, The Lexical Approach: The State of ELT and a way Forward, Hove:
Language Teaching Publications.

Lock, G. 1996. Functional English Grammar, Cambridge: Cambridge University Press

Mohanty, Bilingualism in a Multilingual Society: Psycho Social and Pedagogical

Implication, Mysore: CIIL

Nagaraj, Geeta:2001 : English Language Teaching, Orient Longman Limited, Kolkata

NCERT, 2000, Continuous and Comprehensive Evaluation, New Delhi

NCERT, 2005. National Curriculum Framework, 2005, New Delhi Nuna, D. 1991,
Language Teaching Methodology, London Prentice Hall

Richards, J.C, and Rodgers, T.S. 1986, Approaches and Methods in Language
Teaching, Universityof Hawaii, Maroo: Cambridge University Press

Vygotsky, L.S. (1978), Mind in Society, Harvard University Press: Cambridge.

Widdowson, H.G. 1992, Aspects of Language Teaching, Oxford University Press

Page 17 of 125
 BARKATULLAH UNIVERSITY, BHOPAL
CC 4. Curriculum Development & School
Max. Marks : 75
Min. Makrs : 27
OBJECTIVES:
CREDITS: 3
 To acquaint students with the nature and types of curriculum. 
 To acquaint students with the context of curriculum development and some
Innovative Curriculum Models. 
 To familiarize students with Designing of Curriculum. 
 To give practical experience in Evaluating, Designing and Reviewing
Curriculum. 

CONTENT:

UNIT I:
 Curriculum – Meaning and Nature, types of Curriculum, Syllabus and Text
books –their interrelationship. Issues and problems of existing curriculum. 

UNIT II:
 Curriculum Construction, Curriculum Development and Curriculum
Designing: Concepts and differences. Determinants and motives of
Curriculum Development. Different Curriculum Models-open university,
Open School, etc. 

UNIT III:
 Steps of Designing different Curriculum. Selection, Gradation and
Organisation of Curriculum. Development and Implementation of
Curriculum. Enrichment of Curriculum. 

Page 18 of 125
UNIT IV: PRACTICALS
 Evaluation of B.Ed. Curriculum 
 Designing a Curriculum in a given condition Reviewing of Syllabus/Books 

REFERENCES
 Ashcroft, Kate and Palacio, David: The Primary Teacher’s Guide to the New 
National Curriculum. London: Flamer Press, 1995. 
 Doll, Ronald C.: Curriculum Improvement – Decision Making and Process.
London; Allyn and Bacon, 1996. 
 Eccles tone, Kathryn: How to Assess the Vocational Curriculum. London:
Kogan Page Ltd. 1996. 
 Hendricks, Joanne: Total Learning Developmental Curriculum for the Young
Child. New York: Maxwell McMillan International, 1994. 
 Hooper, R.: The Curriculum Context, Design and Development. The Chaucer
Press Ltd., Great Britain, 1977. 
 Kaushik, S.L.: Shikshakram Vikas. Rajasthan Granth Academy. Jaipur, 1977. 
 Kelly, A.V.: The Curriculum – Theory and Practices. Harper and Row
Publishers, London, 1982. 
 Kerr, J.E. (Ed.): Changing the Curriculum. University of London Press Ltd.,
London, 1970. 
 Lawton, D.: Class, Culture and the Curriculum. Rouletdge and Kegan Paul
Ltd., London, 1975. 
 Lowy, A. (Ed.): Handbook of Curriculum Evaluation. International Institute
for Educational Planning, New York, 1977. 
 Lowy, A.: The International Encyclopaedia of Curriculum. New York:
Pergamum Press, 1991. 
 Mamidi, M.R. and Ravishankar: Curriculum Development and Educational
Technology, Sterling Publishers Pvt. Ltd., New Delhi, 1983. 
 Nichols, S.H. and Nichols, A.: Developing Curriculum. George Allen and
Unwin, Boston, London, 1976. 

Page 19 of 125
 Oriosky, D.E. and Smith, B.D.: Curriculum Development – Issues and
Insights. Rand McNally College Publishing Company, USA, 1976. 
 Prasad, Janardan & Kaushik, V.K. Advanced Curriculum Construction. New
Delhi: Kanishka Publishers, 1997. 
 Richmond, K.W.: The School Curriculum. Methuen and Co. Ltd., London.
1973. 
 Saylor, J.G. and Alexander, W.H.: Curriculum, Planning for Modern
Schools. London: Holt, Rinehart and Winston, Inc., 1966. 
 Wiles, Jon. & Bondi, Joseph C.: Curriculum Development –A Guide to
Practice. London: Charles E. Merrill Publishing Co., 1984. 

Page 20 of 125
 BARKATULLAH UNIVERSITY, BHOPAL
EPC 1 READING AND REFLECTING ON TEXTS
Max. Marks : 30
Min. Marks : 11

OBJECTIVES
 To enable the students to read and response to a Varity of text in different ways
 To develop Meta cognitive awareness
 To enhance the capacities as readers and writers by becoming participants in the
process of reading
 To enable the student teachers to work on the field and make predictions and check
their predictions and then to summarize.

UNIT I Reading Skills

 Creating environment for reading – reading clubs, class libraries
 Reading aloud and silent reading
 Scaffolding: concept and activities
 Reading different texts types like stories, poems, riddles, jokes, and instructions for
games

UNIT II Reading with comprehension

 Reading for global and local comprehension
 Inferences, analysis and extrapolation
 Reading strategies including word-attack strategies
 Discourse analysis
 Using reading as a tool for reference skills i.e. use of dictionary, encyclopaedia
and internet
 Using ideas of critical literacy to analyse chapters from textbooks .
 Acquisition of Reading Skills

UNIT III Types of text

Page 21 of 125
  Narrative text
 Expository
 Autobiographical Narratives
 Field Notes
 Ethnographies
 Addressing different types of skills and strategies

Mode of Transaction
 Participating in tasks and activities to improve proficiency in the receptive and
productive skills of English.
 Text analysis of school textbooks to improve skills in critical literacy.
 Reflecting on one‟ s own learning to make connections with pedagogy.

Essential Readings
1. Lightbown, P. M & Spada, N. (1999). How Languages are Learned Oxford: Oxford
University Press
2. Maley, A. & Duff, A. (1991). Drama techniques in language learning: A resource
book of communication activities for language teachers (2nd ed.). Cambridge:
Cambridge University Press.
3. Morgan, J. & Rinvolucri, M. (1983). Once upon a time: Using stories in the
language classroom. Cambridge:. Cambridge University Press.
4. Wright, A. (1989). Pictures for Language Learning. Cambridge: Cambridge
University Press.

Advanced Readings
1. Parrot M. (1993). Tasks for language teachers Cambridge: Cambridge University
Press
2. Richards, J. & Lockhart, C. (1994). Reflective Teaching in Second Language
Classrooms. Cambridge: Cambridge University Press
3. Slatterly, M. & Willis, J. (2001). English for primary teachers: A handbook of
activities & classroom language. Oxford: Oxford University Press

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