Language Across the Curriculum (Part-1)
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NPP BRILLIANT’S ® www.thebrilliants.in Code No. B.Ed.-CC3-103-E Language Across the Curriculum (Part-1) Bachelor of Education (B.Ed.) Semester-1 st (CC-3)
Transcript of Language Across the Curriculum (Part-1)
NPP
BRILLIANT’S®
www.thebrilliants.in
Code No. B.Ed.-CC3-103-E
Language Across theCurriculum (Part-1)
Bachelor of Education(B.Ed.)
Semester-1st (CC-3)
NPP
Language Across the Curriculum (Part-1)
NEW SYLLABUS
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UNIT 1
Engaging with Narrative andDescriptive Accounts
The selected texts could include stories or chapters from fiction, dra-matic incidents, vivid descriptive accounts, or even well-producedcomic strip stories.
Suggested Activities
Reading for comprehending and visualizing the account (individualplus group reading and discussion/explanation)
Re-telling the account – in one’s own words/from different points ofview (taking turns in a smaller group)
Narrating/describing a related account from one’s life experience (infront of a smaller group)
Discussion of characters and situations – sharing interpretations andpoints of view (in a smaller group)
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Writing based on the text, e.g. summary of a scene, extrapolation ofstory, converting a situation into a dialogue, etc. (individual task).
UNIT 2
Engaging with Popular Subject-BasedExpository Writing
The selected texts could include articles, biographical writing, or ex-tracts from popular non-fiction writing, with themes that are drawnfrom the subject areas of the student teachers (various sciences,mathematics, history, geography, literature/language pieces) For thisUnit, the student-teachers should work in groups divided according totheir subjects, within which different texts could be read by differentpairs 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 onthese in some schematic form – flow diagram, tree diagram, mindmap, etc. (guided working in pairs)
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Explaining the gist of the text/topic to others (in the larger subjectgroup)
Attending the writing style, subject-specific vocabulary and ‘perspec-tive’ or ‘reference frame’ in which different topics are presented—thiswill vary across subjects and texts, and requires some interpretativeskills for ‘placing’ the context of each text (group discussion and shar-ing)
Writing a review or a summary of the text, with comments and opin-ions (individual task)
UNIT 3
Engaging with Journalistic Writing
The selected texts would include newspaper or magazine articles ontopics of contemporary interest. Student-teachers can be groupedrandomly for this Unit.
Suggested Activities
Using reading strategies, such as scanning, skimming and reading forextracting information – as appropriate for initial reading of articles(guided individual task)
NPPSection A:
(5 × 11) = 55 100–150
Section B:
(2 × 10) = 20
B.Ed.
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Analysis of structure of the article, identifying sub-headings, key words,sequencing of ideas, use of concrete details, illustrations and/or sta-tistical representations, etc. (guided working in pairs)
Critical reading for attending ‘framing’ of the article, point(s) of viewpresented, possible biases or slants (small group discussion)
Researching and writing articles on topics of local interest (working toproduce a local interest magazine).
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CONTENTS
Introductory Chapter: Language Acrossthe Curriculum
Q.1. Prove the relevance of 'curriculum beyond thelanguage' topic in core curriculum of B.Ed. 1stSemester.
Q.2. Give an introduction to language and explain itsconsecutive development.
Q.3. Explore the psychological tendency of languagelearning and mention language development parts.
Q.4. How can we achieve skill in language learning?
Q.5. Describe the importance of language with its meaning.
Q.6. Explain the origin and development of language.
ORSpecify development sequence of Hindi language.
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UNIT-1Engaging with Narrative and
Descriptive Accounts
EXPECTED ABILITIES OF STUDENTS
Q.7. Write the importance of expected abilities in studentsand describe them.
ORWhich are the expected abilities in students? Describethem in brief.
ENGAGING WITH NARRATIVE AND DESCRIPTIVE ACCOUNTS
Q.8. What do you mean by Narration technique and whatare its characteristics? Describe in detail.
ORWhich points should be concentrated while usingNarration technique? Describe with its characteristics.
DESCRIPTION TECHNIQUE /
Q.9. What do you mean by description technique and whatcan be done for increasing of its effectiveness?
OR
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Describe Description technique with its characteristicsand its limitations in detail.
SELECTION OF CORE TEXTS AND CHAPTERS COMPRISINGSTORIES AND DRAMATIC INCIDENTS
Q.10. What is story technique? Write its characteristics withits importance.
ORWhat is story technique and how should be used inmain texts?
DRAMATIC INCIDENTS /
Q.11. How dramatic incidents increase comprehension instudents and what are the principles of dramaticstheme?
ORWhat is dramatic incidence? How is it significant?Explain in detail.
READING AND ITS COMPONENTS
Q.12. Write the importance of reading and what is its characteristics?
ORDescribe reading and its components in detail.
POEM /
Q.13. What do you feel about poem? Define poem andmention its types.
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Q.14. What do you understand with classwise teacher-student dialogues?
DIALOGUE /
Q 15. What is a dialogue? Explore its meaning and forms.
Q.16. Which systems are adopted in dialogue writing?
Q.17. Convert following story write up into dialogues.
ORAL EXPRESSION /
Q.18. Mention characteristics of best oral expression.
Q.19. What are the purposes to develop oral expression skills?
Q.20. What is mean by oral expression? Present its importance.
Q.21. What are other tools for oral expression?
UNSEEN PASSAGE /
Q.22. What do you understand by unseen passage? Explaingeneral instruction for unseen passage.
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VARIOUS MODE OF HINDI LITERATURE
Q.23. Explain various mode of Hindi literature.
EXPANSION /
Q.24. What do you understand with expansion? How willyou expand any thought, text or sentence?
EXPLANATION SKILL /
Q.25. What do you mean by explanation? Describe thefactors which influence it. And write its types also.
ORWhat is explanation skill? Describe it in detail with itsall components.
GROUP READING /
Q.26. What do you mean by group reading?
ORWhat is group reading? What precautions should betaken while group reading?
DISCUSSION /
Q.27. What is Discussion? Explain in detail.
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ORWrite the merits and demerits of discussion.
WRITING BASED ON THE TEXT /
Q.28. What is writing based on the text and why is itimportant? Explain.
ORWrite a short note on following / (a) Re-telling / (b) Discussion of Character and Situations
(c) Summary of Scene / (d) Extrapolation of Story / (e) Converting a situation into a Dialogue
VIVID DESCRIPTIVE ACCOUNT WITH COMIC STRIP STORIES
Q.29. Define the following with explanation:
(i) Vivid Descriptive Account / (ii) Well-Produced comic strip stories
FICTION /
Q.30. What do you mean by Fiction? Explain in brief.
ORWrite a short note on Fiction.
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UNIT-2Engaging with Popular Subject-Based
Expository Writing
TEACHING ABILITIES AND SKILL
Q.31. Which teaching abilities have teachers to develop inthemselves so that a popular subject-based teachingmight be carried out effectively?
ORWhat is teaching skill and how can the various teach-ing skills be developed? Explain.
LECTURING SKILL /
Q.32. What do you mean by lecturing skill? Describe it indetail with its characteristics.
ORWhat is lecturing skill? What are its components?Explain in brief.
UTILITY OF BLACK-BOARD
Q.33. What is the utility of Black-Board in teaching? Explain.
OR
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How can we say that "The Black-Board is a good friendof a teacher"?
TEACHING MODELS/
Q.34. Describe Teaching models in detail with itsfundamental elements.
ORWhat do you mean by teaching model? Explain indetail. Also write its characteristics.
SKILLS OF ARTICLE WRITING /
Q.35. Throw light on following:(a) Introduction Skill(b) Probing Questioning Skill(c) Skill of Illustrating with Examples(d) Reinforcement Skill(e) Stimulus Variation Skill(f) Review
ORExplain the various teaching skills in detail with illus-trations.
INTEGRATION OF TEACHING SKILLS
Q.36. Write an essay on 'Integration of teaching skills'.
ORExplain 'Integration of teaching skills', Discuss its strategies.
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UNIT-3
Engaging with Journalistic Writing
NEWS-PAPERS AND MAGAZINES
Q.37. Throw light on the importance of news-papers andmagazines which are related to school. Also explainits administration.
ORHow are news-papers and magazines related to schooluseful and managed?
ROLES OF EDITOR IN NEWS-PAPERS
Q.38. What are the characteristics and roles of an Editor innews-papers? Explain.
ORDescribe news-paper editing and how is an Editor animportant part of news-paper publication? Explain.
STEPS OF ARTICLE WRITING
Q.39. Write the main steps of article writing in detail.
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Describe the main steps of article writing in detail.
ORWhat is Article writing? Describe its main step in detail.
CHARACTERISTIC OF ARTICLE
Q.40. Write the characteristics of article.
ORWhat are the characteristics of article? Explain.
IMPORTANT FACTS OF NEWS-PAPER PUBLICATION
Q.41. What should the points be considered while publishinga school magazine or news-paper?
ORWhat are the important facts which should beconcentrated in school magazine or news-paper'spublication?
STRUCTURE OF ARTICLE /
Q.42. How is the structure of article analysed? Explain.
ORDescribe the way by which the structure of article isanalysed.
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ORWrite the roles of following in journalism:
(i) Partiality/ (ii) Representation/ (iii) Matters of local interest/
CO-CURRICULAR ACTIVITIES /
Q.43. What do you mean by co-curricular activities and whatimportance have they in schools? Explain in detail.
ORAre Co-curriclular activities helpful in overalldevelopment of students? Describe in detail.
PRINCIPLES OF CO-CURRICULAR ACTIVITIES
Q.44. Write the principles of co-curricular activities and howthey are organized? Explain in detail.
ORWrite an essay on co-curricular activities.
ILLUSTRATION OF CO-CURRICULAR ACTIVITIES
Q.45. Write short notes on the following:
(i) Students Association/ (ii) Educational Tour/ (iii) Dramatization/ BRILLIANT’S / Language Across the Curriculum/17
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(iv) School Magazine/ (v) School Assembly/ (vi) Scouting/
ORDescribe the out of course operations of useful co-cur-ricular activities for students in detail.
CHARACTERISTICS OF ARTICLE WRITING
Q.46. Write the characteristics of a good article writing.
ORHow can the article writing be made effective? Explain.
LESSON PLAN OF EXPLANATION SKILL
Q.47. Write a micro lesson plan on the basis of story explanationskill.
T-20 QUESTIONS
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