Guru gobind singh indraprastha university

Unit – I            06 periods A.   The Nature of English Language

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Unit – I            06 periods

A.   The Nature of English Language

  1. Its distinctive features

  2. Basic Linguistic Structures in English; contrastive analysis of English with the National Language.

  3. The importance of English at National & International Level

B.   Principles, Objectives, Methods and Approaches of Teaching English

  1. Principles of English Language Teaching

  2. The objectives of teaching English in different School contexts at Secondary & Senior Secondary stages.

  3. Learner centered approaches and methods of teaching

    1. Difference between an “approach”, a “method” and a “technique”.

    2. The Grammar Translation Method, Direct Method, Bilingual Method, Situational Teaching, The Structural approach.

    3. Latest developments in the approaches to and methods of teaching especially the communicative approach.

Unit – II             25 periods

 The methods and materials for developing:

  1. Aural – Oral Skills

  2. Reading Skills

  3. Writing Skills

Unit – III           24 periods


A.   Teaching Aids & Co curricular Activities in English Language

  1. Language Games

  2. Projects

  3. Literary Activities

  4. Class Magazine

  5. Audio – Visual Aids.

 B.  Transactional Strategies involved in:

  1. Teaching of Prose

  2. Teaching of Poetry

  3. Teaching of Composition

  4. Teaching of Vocabulary

  5. Teaching of Grammar

Unit – IV           10 periods


A.   Remedial & Enrichment control of Aural, Oral, Reading and Writing skills: Common mistakes, observations, causes & types of errors, speech errors, organizing remedial work.

B.  Curriculum & Evaluation

  1. Characteristics of Good Text Book

  2. Review of English Readers in use

  3. Basic Principles of testing English Language proficiency: The global and the discrete point approach. The difference between measurement and evaluation.

  4. The meaning and significance of comprehensive and continuous evaluation in English.

  5. Developing of good test items in English 

Suggested Readings:

  • Bhatia, K.K.: Teaching & Learning English As a Foreign Language

  • Kohali, A.L.: Techniques of Teaching English in the New Millenium

  • Barauh, T.C.: The English Teacher’s Handbook

  • Salim B.: Companion to teaching of English

  • Kohli, B.L.: Teaching of English

  • Bose Kshanika: Teaching of English Modern Approach

  • Shatmi Kadmbri & Tujs Tripat – Principles & Practices of Language Teaching

  • Richards Jack C. & Rodgers & Theotore S.: Approaches & Methods in Language Teaching

  • Spratt Mary: English for the Teacher

  • Singh, M.K.: Teaching of English

  • M.L.Tikoo: Teaching of English

  • Sahni Geeta: Suggested Methodology of Teaching English

  • English Language Teaching: Professional Journals for English Language Teaching

  • Modern English Language Teaching – Journal Geeta Nagaraj

  • Paul Verghese – Teaching English as a second Language

  • Focus on English

  • Assessment of English Language Teaching, Madan


 Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.)
Course Code: B. Ed. 108       Credits-4

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Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

Course Code: B. Ed. 109       Credits-4



The Teaching of Social science would enable the Pupil Teacher to - 

  • Develop understanding about the basic differences between Social Studies and Social Science.

  • Understand the need for teaching Social Science as an integrated discipline

  • Develop the ability to justify the Relevance of social Sciences in terms of Contemporary events.

  • Gain knowledge about the different approaches associated with the discipline

  • Develop certain professional skills useful for classroom teaching.



UNIT – I : Learning and Teaching Social Studies      (10 periods)

  1. Nature and Scope of Social Science

  2. Difference between Social Science and Social Studies

  3. Aims and objectives of teaching Social Sciences

  4. Social Science curriculum at School level - correlation with other subjects; Principles of curriculum construction.

  5. Social Science books; Qualities of good Social Science books - its effective use.


UNIT – II           (18 periods)

A.   Approaches / Methods of Teaching Social Sciences 

  1. Difference between Approaches, strategies and methods


  1. Types of Approaches – Inductive, deductive


  1. Methods –

    1. Story telling

    2. Problem Solving

    3. Project Method

    4. Observational Method

    5. Assignment Method


  1. Grouping students for learning

    1. Cooperative learning

    2. Using structured questions to aid learning

    3. Role playing and simulation


  1. Qualities of an exemplary social science teacher


B Transactional Strategies  

  1. Preparation of Unit Plan, Lesson Plan using various approaches.

  2. Instructional Aids:- preparation, improvisation and effective use - Chart, Models, Scrap Books, Media,(Print Non-print and Electronic Media) Maps, Globe.

  3. Social Science Laboratory - organisation and management

  4. Organisation and planning of Co-curricular Activities in Social Science – Field Trip / Excursion / Bulletin Board in Social Studies

  5. Dealing with Controversial  Issues in Social Studies


UNIT – III : Developing and Applying concepts, Generalization    

and Hypotheses in Social Science.   (25 periods)

  1. Developing Concept and Generalizations

  2. Concept formation and classification

  3. Concept Mapping in Social Science

  4. Instructional strategies for concept learning


UNIT – IV : Evaluating and Assessing student learning     (12 periods)

  1. Evaluation: Concept and importance.

  2. Comprehensive and continuous evaluation

  3. Development of test items essay, short answers and objective type and achievement test

  4. Diagnostic testing and remedial measures.

  5. Evaluation of curriculum

  6. Text book review

References: - 

  1. Martorella H. Peter (1994) Social Studies for elementary School Children (Developing Young Citizens)

  2. Bining A. C. and Bining  D. H. (1952) Teaching the Social Studies in Secondary School, W. Y. McGraw-Hill Book Company.

  3. UNESCO (1981), Handbook for teaching of Social Studies.

  4. Zevin Jack (2000) – Social Studies for the Twenty first Century

  5. Michaels U. John – Social Studies for Children (1992)

  6. Teaching Social Studies in High School, Wesley Edgar Bruce

  7. Kochor, S. K. – The teaching of Social Studies, University Publisher

  8. Gupta Renu – The methods of teaching Social Studies

  9. Ruhela, S. P. and Khan R.S. – Samajik Vigyan shiksham, kota open University, BE – S

  10. NCERT (1988), Guidelines and syllabi for secondary stage (Class IX, X) N. D., NCERT


Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.)
Course Code: B. Ed. 110       Credits-4
Course Objectives: 

The Student teacher will be able to- 

    1. Develop an understanding of the nature of integrated science and its interface with society.

    2. Acquire a conceptual understanding of the objectives of teaching integrated science.

    3. Appreciate the significance of integrated science at various levels of school curriculum.

    4. Acquire the understanding of techniques/approaches and skills of teaching integrated science.

    5. Develop and use the techniques for evaluation of student’s performance.


Unit-1 Science in School curriculum      (18 periods)

    1. Nature and scope of integrated science

    2. Development of science in India: Landmarks

    3. Science Education in India (Post independence era).

    4. Objectives of Teaching of Science with special reference to integrated science

    5. Science Curriculum at Secondary level: Principles of Curriculum Construction & its Correlation with other Subject.

    6. Integrated science books: Qualities of good science books, its effective use, Criteria for evaluation of life science textbook.


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