ORDINANCES FOR BACHELOR OF EDUCATION

B3 (b) Option (ii) Distance and Open Learning
Time 1:30 Hrs                                                                                                                                                                                     M.Marks:   50
                                                                                                                                                                                Terminal:  40
                                                                                                                                                                                Sessional:  10
Instructions for the Paper Setter/ Candidate
1.      The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.     The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
On completion of this course the students will be able to:
*       understand the distance and open modes of learning.
*       differentiate different modes of learning.
*       understand the need and importance of distance and open learning.
*       understand the role of mass media and other technologies in distance and open learning.
*       know various evaluation techniques in distance education.

Unit –I
1.      Historical development of distance and open learning with special reference to India
2.      a.         Concept, meaning , nature of distance and open learning
b.   Need, importance, scope, advantages and limitations of distance and open learning

3.      a.    Correspondence education: Development, objectives and modes
b.    Open education learning: Development, objectives and modes

Unit –II
1.      Role of technology in distance education
a.    Printed and Non-printed material
b.    Audio technology, video technology, satellite based communication system
c.    Role of mass media
d.    Computer technology and Internet

2.      a.   Recommendations of NPE (1986) and NKC (2005) regarding distance education
b.    Professional training in distance education
c.    Evaluation techniques in distance education

Sessional Work                                                                                                                                                         20 Marks            
House Examination I & II                                                                                                                                           10 Marks
Project work                                                                                                                                                               10 Marks

Survey of Distance and open learning centers in your district

References:
1.      Mohanty, Jagannath(2001) Studies in Distance Education. Deep & Deep Publication.
2.      Nandra, I.S. (2010): Distance and open education; century Publication, Patiala.
3.      Prarad D. Chandra (2007).  Distance education, K.S.K Publishers, New Delhi.
4.      Sharma S. (2002): Modern methods of life long learning and distance education. New Delhi.
5.      Sharma, R.A. (2008). Distance Education International Publishing House, Merrut.

B3 (b) Option (iii) Environmental Education
Time 1:30 Hrs                                                                                                                                                                                      M.Marks:  50
                                                                                                                                                                                Terminal:  40
                                                                                                                                                                                Sessional:   10
Instructions for the Paper Setter/ Candidate
1.      The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
To enable the student teachers to:
*       know the need of environmental education.
*       develop desirable attitude, values and respect for protection of environment.
*       be aware about the interdependence of plants and animals.
*·     organize various activities at the school level to provide environmental education. 
*       know about changes taking place in social environment.
*       know various ways and means to create healthy environment.

Unit –I
1.      Environmental education: Meaning, objectives, need and guiding principles.
a.    Conservation of environment: an immediate need.
b.    Need for sensitizing learners towards concern of environmental conservation.
2.      Concept of ecology, environment, biosphere, community, population and ecosystem.
Structural and functional components of ecosystem i.e. abiotic and biotic factors, food chain, food - web &   flow of energy.
3.      Pollution: Concept, types (air, soil, water, and noise pollution), sources, effect and control of pollution, green house effect, ozone depletion.          

Unit –II
1.      a.    Approaches of teaching environmental education: Interdisciplinary & multidisciplinary approach.
b.    Integration of environmental education in various school subjects and in co-curricular activities.
2.      a.    Various ways and means of protection and preservation of environment with special reference to afforestation
and solid waste management.
b.    Role of government and non-government organizations in protection and preservation of environment. 
3.             Concept of migration, urbanization.

Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Practical work                                                                                                    :                                                                5  Marks

Work on a project related to any issue of environmental preservation and protection.
OR
Preparation of scrap file.
References:
1.      Dani, H.M (1996): Environmental Education. Publication Bureau, Panjab University, Chandigarh.
2.      Garg, K.K and Jain, S.C. :  Environment Lessons For Common Man. Environment Society of India.
3.      Ghanta R. and Rao, D.B. (1998): Environmental Education, Problems and Prospectus. .Discovery Publishing House. New Delhi.
4.      Kohli, V.K. and Kohli, V . Environmental Pollution and Management. Vivek Publishers, Ambala
5.      Mukherjee , Roma (2002) : Environmental Management and Awareness Issues. Sterling Publishers Pvt. Ltd, New Delhi.
6.      Rajagopalan, R. (2006): Environmental Studies From Crisis to Cure. Oxford University Press, Delhi.
7.      Reddy, K.P. and Reddy, D.N. (2002): Environmental Education. Neelkamal Publications Pvt. Ltd, Hyderabad

B3 (b) Option (iv) Health Education

Time 1:30 Hrs                                                                                                                                                                                     M.Marks:  50
                                                                                                                                                                                Terminal:  40
                                                                                                                                                                                Sessional:   10
Instructions for the Paper Setter/ Candidate
1.      The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
To enable the student teachers to:
*       aware about the concept of health education.
*       know problems of defective postures.
*       know the importance of balanced diet.
*       promote an understanding of personal hygiene.
*       understand the techniques used to diagnose health.

Unit –I
1.      a. Health: Concept of health. principles of life as a base for positive  health
b. Health Education : Meaning, need and importance and objectives, health appraisal, organization and administrative
purposes of health education.
2.            a. Diet:  Elements of balanced diet
b. Personal hygiene:  Meaning  and importance of personal hygiene
c. Communicable diseases: Meaning, causes and preventive measures of Typhoid, Chicken pox, AIDS, Diabetes

3.      Posture:
a. Importance of good posture
b. Common Postural deformities
i.  Kyphosis
ii. Flat foot
iii. Knock Knee
iv. Bow legs
v. Lordosis

Unit-II
1.      Techniques for diagnosing health: TLC, DLC, MRI, ECG, EEG.       
2.      Health education in rural area : Role of women in health education,  social service camps,  role of village health   committees, village health insurance scheme.
3.      The training of teachers and supervisors in health education.

Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Practical work                                                                                                    :                                                                5  Marks

Preparation of diet chart for specific health related problem/ BMI [Body Mass Index]

References:
1.      Prasad, Y.V.R.K,Sagar P.V, Rao, D.B (2005): Sonali publications, Ansari Road, Delhi.
2.      Singh ,U.K, Nayak, A.K (2005): Commonwealth publishers Ansari  Road, ,Darya Ganj, Delhi

B3  (b) Option (v) Measurement And Evaluation

Time 1:30 Hrs                                                                                                                                                                                     M.Marks:  50
Terminal:  40
Sessional:   10
Instructions for the Paper Setter/ Candidate
1.      The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
To enable student teachers to:
*       understand the concepts employed for evaluation of pupils.
*       construct different types of test items.
*       understand the situations in which to employ different evaluation techniques.

 UNIT I
1.      Evaluation: Concept of measurement and evaluation, scales of measurement
2.      Types of evaluation: Summative and formative- their merits and demerits
3.      Pearson’s Product Moment co-efficient of correlation

UNIT II
1.      Construction of different types of test items -Short answer type, essay type and objective type test items and their relative advantages and limitations
2.      Preparation of blue print and question paper
3.      Characteristics of a good tool of evaluation – Reliability, Validity and Usability, use of computer in evaluation

Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Practical work                                                                                                    :                                                                5  Marks
        
1.      Construction of a blue print and a question paper of any subject of any class.
2.      Take a class of students. Take the marks of any two subjects of school examination and find out the coefficient of correlation between these two subjects by Pearson’s Product Moment Method.

References:
1.      Anastasi, A. (1988):  Psychological Testing. Macmillan Publishing Company, New York.
2.      Ebel, R.L.  (1991):  Essentials of Educational Measurement. Prentice Hall, New Delhi.
3.      Garrett, H.E.  (2005): Statistics in Psychology and Education. Paragon, New Delhi.
4.      Linn, R.L. and Grenlund, N.E. (2003): Measurement and Evaluation in Teaching. Pearson Education, Singapore.
5.      Sahu, Binod K. (2005): Statistics in Psychology and Education. Kalyani Publications, Ludhiana.
6.      Singh, A.K.(2002): Tests, Measurements and Research Methods in Behavioural Sciences. Bharti Bhavan Publishers, Patna.
7.      Thorndike, Robert, L. (1962): Measurement and Evaluation in Psychology and Education. John Wiley, New York. 

B3 (b) Option (vi) Population Education

Time 1:30 Hrs                                                                                                                                                                                     M.Marks:  50
Terminal:  40
Sessional:   10
Instructions for the Paper Setter/ Candidate
1.      The question paper will consist of three units: Unit I, II and III.
2.       The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
To enable student teachers to:
*       understand the concept of population education.
*       understand various terminologies concerned with population studies.
*       develop an awareness of the implications of population growth on various aspects of social functioning.

UNIT I
1.      Population Education: Concept, scope, objectives, need and importance, misconceptions regarding population education
2.      a. Approaches of population education
b. Demographic terminology, population situation in India in the world perspective

3.      Effects of population growth on:
a) Economic development
b) Social development
c) Educational development
d) Urbanization
e) Environmental and natural resources
f) Family life
g) Health and Nutrition

UNIT II
1.      Population education agencies: Role of government and Non– government agencies
2.      Integration of population concept in different school subjects, place of curricular and co- curricular activities in organization of population education programmes
3.      Role of teacher in imparting population education
        
Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Any two Practical work                                                                                    :                                                                5  Marks

1.      To compare the population density of different countries/states with the help of bar graphs.
2.      Making surveys regarding progress in population education awareness programmes in rural and urban areas.
        
References:
1.      Aggarwal, S.N. (1985): India’s Population Problems. Tata McGraw Hill, New Delhi.
2.      Bhatia, K. (2004): Population Education. Ankur Publication, Ludhiana.
3.      Gupta, V.K. ( 2004):Population Education. Ankur Publication, Ludhiana.
4.      Khanna, H.K.( 2006): Population Education. Soni Publication, Patiala.
5.      Rao, D. Gopal  (1974): Population Education: A Guide to Curriculum and Teacher. Sterling Publisher, New Delhi.
6.      Sharma, R.C. (1988): Population Trends, Resources and Environment. Dhanpat Rai and Sons, New Delhi.
7.      Sinha, P.C, (1998): Human Population and Related Disasters. Anmol Publication, New Delhi.
8.      Thompson and Lewis (1978): Population Problems. Tata McGraw Hill, New Delhi.
9.      Tiwari, R.P. (1986):  Concept of Population Education: Urban Population Education. Prakash Publishers, Ludhiana.
10.   Walia, G.S. (2001): Population Education. Vinod Publication, Ludhiana.

B3 (b) Option (vii) Value Education

Time 1:30 Hrs                                                                                                                                                                                     M.Marks:  50
Terminal:  40
Sessional:   10
Instructions for the Paper Setter/ Candidate
1.      The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
To enable student teachers to:
*       understand concept of value education.
*       understand the various strategies of value orientation.
*       know the nature, sources and classification of values.
*       appreciate culture and its strategies.
*       know about various methods for value inculcation.

UNIT I
1.      Meaning, importance and characteristics and hierarchy of values, reasons for value crisis
2.      Relationship between education and values
3.      Culture: Concept and strategies for promoting culture among students at elementary and secondary school stage

UNIT II
1.      Strategies for value orientation:
a. Experimental approach                                                        b. Total atmospheric approach
c. Value clarification technique                               d. Value sheet method
e. Critical inquiry approach                                              f. Role- playing technique
g. Attitude development technique                         h. Integrated concurrent approach

2.      Methodology of inculcating values among students
i.     Direct Method:       Debates, Symposium and Brainstorming
ii.    Indirect Method:    Community service, leadership camps.
iii.   Incidental Method: Reward and punishment, real life experiences

3.      Value orientation in teacher education: The present scenario, teachers- their roles and teacher education programmes

Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Practical work                                                                                                    :                                                                5  Marks

Application of one strategy of value inculcation with school children and its report.

References:
1.      Brendam Mac Carthaigh (1996): Value Education. What, Why and How. Better yourself Book, Mumbai.
2.      Dr. D Bahskara Rao (2006): Value Oriented Education. Dr. Dayakara Reddy and Digumarti Discovery Publishing House, New Delhi
3.      Jasta, Hari Ram (1991): Spiritual Values and Education. Associated Press, Ambala.
4.      Kaul, G.N. (1975): Values and Education in Independent India. The Associated Publishers, Ambala Cantt.
5.      Keerat, Joshi (Edited) (2002): Philosophy of Value Oriented Education, Theory and Practice. Published by Indian Council of Philosophical Research, New Delhi.
6.      Kishore, Lalit (1990): Value Oriented Education. Foundation and frontiers, World overview. Doaba House, New Delhi.
7.      Ronald, King (1969): Values and Improvement in Grammar School. Routledge, London.
8.      Ruhela, S.P.  (1986):  Human Values and Education. Sterling Publishers Pvt. Ltd. New Delhi.
9.      Sharma, S.R. (1999):  Teaching of Moral Education. Cosmos Publishers, New Delhi.
10.   Venkatesh, N. (2005): Value Education APH Publishing Corporation, New Delhi.

B3(b) Option (viii) Inclusive Education

Time 1:30 Hrs                                                                                                                                                                                     M.Marks:  50
Terminal:  40
Sessional:   10
Instructions for the Paper Setter/ Candidate
1.     The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
On completion of this course the students will be able to:
*       understand concept of inclusive education.
*       appreciate the need for promoting inclusive practice.
*       understand the nature of difficulties encountered by children.
*       understand the needs and magnitude of the challenges faced by children with diverse needs.

UNIT-I
1.      Inclusive education for persons with disabilities: Concept, need and importance, purposes of inclusive education
2.      Historical perspective of inclusive education
3.      Legal basis of inclusive education
a.    United nation convention on the rights of persons with disabilities (UNCRPD)
b.    Role of government organisation and Non-government organizations (NGOs) in taking care of special persons with disabilities

UNIT-II
1.      Persons with sensory disabilities (Visual, Hearing): Concept, identification characteristics, causes, educational provisions and rehabilitation
2.      Persons with orthopaedic disabilities: Concept, identification, characteristics, causes, educational provisions and rehabilitation
3.      Juvenile delinquents: Concept, identification, characteristics, causes, educational provisions and rehabilitation
        
Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Practical work                                                                                                    :                                                                5  Marks

The students are required to carry out any one of the following:-
1.      Visit to any organization or Rehabilitation center dealing with such persons and preparation of case study of any one person with some kind of disability.
2.      Practice in teaching on school children with some kind of disabilities.
3.      Conduct a survey on the type of supportive services needed for inclusion of children with any disability of your choice and share the findings in the class.

References:
*       Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based Approach: National Publishing House 23 Daryaganj, New Delhi. 110002.
*       Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies in Inclusive Education.
*       Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old  Subjimandi, Academic Press.
*       Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042, India.
*       Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore.
*       Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E .R .T. Publication.

B3(b) Option (viii) Guidance And Counseling

Time 1:30 Hrs                                                                                                                                                                                     M.Marks:  50
Terminal:  40
Sessional:   10
Instructions for the Paper Setter/ Candidate
1.     The question paper will consist of three units: Unit I, II and III.
2.      The paper setter will set three questions from each unit I and II.
3.      The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.

2.      Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.

Objectives:
On completion of this course the students will be able to:
*       understand the meaning, nature and scope of guidance.
*       recognize the role of guidance in attaining the goals of education.
*       appreciate the need for guidance.
*       understand the meaning, nature and scope of counseling.
*       analyze the relationship between guidance and counseling.
*       recognize the different areas of counseling.
*       become acquainted with the skills and qualities of an effective counselor.

Unit I
1.      Meaning purposes, assumption
2.      Principles of guidance in India
3.      Kinds of guidance- Educational, Vocational, and Personal

UNIT-II
1.      Kinds of counseling: directive, non-directive and eclectic
2.      Role of teacher and counselor, counseling interview
3.      Survey of guidance programme of a secondary school

Sessional Work                                                                                                   :                                                               10 Marks             
House Examination I & II                                                                               :                                                                5  Marks
Practical work                                                                                                    :                                                                5  Marks
Survey of guidance programme of a secondary school.

References:
*       Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling, Vol. I: A Theoretical Perspective, New Delhi: Vikas.
*       Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling, Vol. II: A Practical Approach. New Delhi: Vikas.
*       Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.
*       Gazda George R.M.( 1989). Group Counselling: A Development Approach. London: Allyn and Bacon.
*       Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York: McMillan.
*       Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for Classroom Teachers. Boston: Allyn and Bacon.
*       Mallon, Brenda (1987). An Introduction to Counseling Skills for Special Educational Needs- Participants Manual. Manchester: Manchester University Press, UK.
*       Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York: Harper and row.
*       Nugent, Frank A. (1990). An Introduction to the Profession of Counselling. Columbus: Merrill publishing Co.
*       Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An Introduction. Chicago: Rand McNally.
*       Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.

Teaching of English
Option i (c)

Time 3 hrs.                                                                                                                                                                           M.Marks: 100
Terminal:  80
Sessional:  20
Instructions for Paper Setter/ Candidate
1.      The question paper will consist of five units: I, II, III, IV and V.
2.      The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3.      The candidate will be asked to attempt any two questions from each unit.
4.      Unit V will be compulsory and consist of three questions. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each.

Objectives:
*       To promote awareness in student teachers to create a warm & accepting classroom environment conducive to learning.
*       To enable student teachers to understand the nature, characteristics of Language and mother tongue as well as the use of language.
*       To enable student teachers to teach basic language skills such as listening, speaking, reading, and writing and integrate them for communicative purposes.
*       To introduce student teachers to some important methodologies & techniques of teaching English.
*       To develop in student teachers insight into the form and use of English and to give practice in lesson planning.
*       To enable student teachers to prepare and use appropriate audio- visual teaching aids for effective teaching of English.
*       To help student teachers to use school & village resources for professional inputs.

Unit-I
Teaching of English In India: Some General Principles, Methods And Approaches
1.      Teaching of English in India Today
a.    Importance of English in India
b.    Aims and objectives of Teaching English
c.    Conditions under which English is taught and learnt, declining standards and suggested remedies

2.      Nature of Language
a.    Linguistic principles of teaching and learning English Language
b.    General principles of teaching and learning English Language

3.      Methods and Approaches of teaching English
a.    Grammar Translation Method, Direct Method and Bilingual Method
b.    Structural- Situational Approach
c.    Communicative Language Teaching Approach

Unit-II
Developing Language Skills: Listening and Speaking
1.      Meaning and Importance of Phonetics:
a.    Phonetic Symbols
b.    Pure and impure vowels and consonants

2.      Features of connected speech: Stress, Rhythm, Intonation

3.      Presentation skills:
Dramatization
Declamation
Paper Reading
Extempore
Role Playing

Unit-III
Developing Language Skills: Reading and Writing
1.      Teaching Reading Skills:
a.    Teaching Mechanics of Reading & Types of Reading
b.    Teaching Reading to Beginners
c.    Extensive & Intensive Reading
d.    Teaching Reading Comprehension
e.    Teaching of Poetry
2.      Teaching Writing Skill:
a.    Mechanics of Writing
b.    Teaching writing to Beginners
c.    Teaching of composition from controlled to free practices
d.    Creative writing
3.      a.        Teaching of Grammar:-Place of Grammar, Types and Methods of Teaching Grammar.
b.    Teaching of Vocabulary: - Levels of Meaning, Word Meaning in context, use of dictionary and thesaurus, expansion of vocabulary, selection and gradation of vocabulary

Unit-IV
Evaluation and Teaching Aids
1.      Evaluation: Continuous & Comprehensive Evaluation: Concept, technique and weightage distribution (VI to VIII, IX
to X)
2.      Development of a Language test
3.             Audio- Visual Aids
a.    Educational Significance and practical use of Teaching Aids in English
b.    Essential qualities of teaching Aids- with special reference to OHP, LCD projector , Computer
c.    Language Laboratory- its set up, uses and limitation
d.    Language Games

Unit-V
Lesson Planning
1.      Need & importance
2.      Preparation of Macro Lessons
1.    Prose
2.    Poetry
3.    Grammar
4.    Composition
i.   Message writing
ii.  Letter writing
iii. Advertisement writing
iv.   Article writing
v. Dialogue writing

3. Micro Lessons
i.     Skill of B.B. writing.
ii.    Skill of Introducing a lesson.
iii.   Skill of Stimulus variation
iv.   Skill of Fluency in questioning
v.    Skill of Illustrating with examples.

Sessional Work                                                                                                                                                             20 Marks
Review of atleast two articles                                                                                                                                   (5+5) =10 Marks
House Examination I & II                                                                                                                                        (5+5) =10 Marks

References:
1.      Balasubramaniam,T.(1981):A Textbook of English Phonetics for Indian Students. Macmillan India Limited, Mumbai.
2.      Bhandari,C.S. and others(1966):Teaching of English: A Handbook for Teachers. Orient Longmans, New Delhi.
3.      Bhatia,K.K.(2006): Teaching and Learning English as a Foreign Language. Kalyani Publishers, New Delhi.
4.      Bindra, R. (2005): Teaching of English.Radha Krishan Ananad and Co, Jammu.
5.      Bright,J.A. and Mc Gregor, G.P.(1981): Teaching English as a Second Language. Longmans, ELBS.
6.      Carroll,B.J.(1972): Systems and Structures of English. Oxford University Press, London.
7.      Doff, A. (1998). Teach English: A Training Course for Teachers. The British Council and Cambridge University Press, Cambridge.
8.      French, F.G. (1963): Teaching English as an International Language. OUP, London.
9.      Gokak, V.K.(1963): English In India, Its Present and Future. Asia Publishing House,
10.   Hornby,A.S. (1962):The Teaching of Structural Words and Sentence Patterns. OUP, London.
11.   Kohli,A.L. (1999): Techniques of Teaching English. Dhanpat Rai and  Company, New Delhi.
12.   Lamba, D. and Others (2007): Techniques of Teaching English. 21st Century Publication, Patiala.
13.   Manzel, E.W. (1994): Suggestions for the Teaching of Reading In India. OUP, London.
14.   Palmer,H.E. (1980): Grammar of Spoken English. Heffer, Cambridge.
15.   Ryburn, W.M. (1963):Teaching of English In India. OUP, Mumbai.
16.   Thompson, M.S. and Wyat, H. G. (1995): Teaching of English in India. OUP, Mumbai.
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