CHRIST (Deemed to University), Bangalore

DEPARTMENT OF BUSINESS AND MANAGEMENT

School of Commerce, Finance and Accountancy






Syllabus for
BBA (Finance and Marketing Analytics/Honours/Honours with Research)
Academic Year  (2024)

 
        

  

Assesment Pattern

CIA 1 - 20 M

CIA 2 - 50 M

CIA 3 - 20 M

End Semester - 50 M

Examination And Assesments

CIA 1 - 20 M

CIA 2 - 50 M

CIA 3 - 20 M

End Semester - 50 M

Department Overview:

The programmes offered under the department include Bachelor of Business Administration (BBA) (Finance and International Business/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Finance and Economics/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Finance and Marketing Analytics/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Strategy and Business Analytics/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Honours/Honours with Research)  and a doctoral program in Management. The department typically encompasses a wide range of disciplines, providing students with a comprehensive understanding of organizational dynamics, strategic decision-making, leadership, finance, marketing, human resources, anlytics and more. We are committed to the overall development of an individual through academic excellence, professional competence, as well as personal, interpersonal and societal skills. We lay a strong emphasis on research and development.

Mission Statement:

VISION

Our Vision is to be an Institution of excellence developing leaders serving enterprises and society globally

MISSION

Our Mission is to develop socially responsible business leaders with the spirit of inquiry through academic and industry engagement

Introduction to Program:

The course offers the students opportunity to learn various aspects of finance and marketing analytics which has a define edge related to specialization in analytics which provides a meaningful insight for decision making. The program makes the students analyse finance and marketing data and take effective decision on the challenges of the global economy.

Students will acquire the skill and acquire the skills and knowledge to meet the challenges of the changing business environment embedded with courses like Business analytics, Python, Data mining etc. 
In addition to developing research skills, students pursuing their 4th year in Honours with research will also be eligible to apply for PhD programs around the world.

 

Program Objective:

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PLG1: PLG1 Social Responsibility and Ethical Sensitivity Our students will be aware of and sensitive to social and ethical issues in the world

PLG2: PLG2 Functional Knowledge and Application Our students will be able to demonstrate knowledge of business from a holistic and cross-functional perspective

PLG3: PLG3 Communication Our students will be able to communicate in a professional manner

PLG4: PLG4 Problem Solving (UG) Our students will be equipped to solve problems in a scientific manner

PLG5: PLG5 Data-driven business proficiency

Programme Specific Outcome:

PSO1: Demonstrate the ability to collect, analyze, and interpret complex data sets across domains

Programme Educational Objective:

PEO1: Master the techniques for analyzing financial data, enabling strategic financial decision-making within organizations.

BBA101-1 - MANAGEMENT AND BEHAVIOURAL PROCESS (2024 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: The dynamic business environment, compels managers to perform a challenging role in steering the organizations’ success to new heights. This comprehensive introductory course has been designed to provide valuable insights into the functions of modern-day managers. It focuses on developing an understanding about managing human behaviour at the workplace, across individual, group and organizational levels. By focusing on the challenges and opportunities relating to organizational behaviour, it enables the learners to cater to local, regional and global needs, and gather skills that upholds professional ethics and ensures employability in the corporate world.

Course Objectives: 

  • To explain the basic concepts and theories in management.
  • To examine the broad functions of management.
  • To assess the impact of challenges posed by diversity and ethics on organizational behaviour.
  • To analyse work behaviours in the context of personality, learning, attitude, perception, motivation and leadership styles.
  • To determine the dynamics of group behaviour that creates a positive culture.

 

Learning Outcome

CO1: Summaries the essential concepts and theories in management.

CO2: Examine the managerial functions having an impact on organizational effectiveness.

CO3: Evaluate the impact of challenges posed by diversity and ethics on organizational effectiveness.

CO4: Examine the work behaviours in the context of personality, learning, attitude, perception, motivation and leadership styles.

CO5: Assess group behavioural practices for a positive organizational culture.

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-2
Teaching Hours:10
PLANNING AND ORGANISING
 

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual. 

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-3
Teaching Hours:5
CONTROLLING
 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-4
Teaching Hours:8
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
 

Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.

 

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-5
Teaching Hours:10
UNDERSTANDING INDIVIDUAL BEHAVIOUR
 

Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-6
Teaching Hours:10
MOTIVATION AND LEADERSHIP
 

Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.

 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Unit-7
Teaching Hours:7
GROUP DYNAMICS & CULTURE
 

Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. 

Text Books And Reference Books:
  • Essentials of Management, Harold Koontz, Heinz Weihrich, Mark V. Cannice, Graw Hill 8e, 11/e, 2020
  • Stephen P. Robbins, Timothy A. Judge and Neharika Vohra (2018), 18th Ed. Organizational Behaviour. Pearson Education Asia.
Essential Reading / Recommended Reading
  • Stoner, Freeman, Gilbert Jr. (2014). Management (6th edition), New Delhi: Prentice Hall India
  • Fred Luthans (2017). Organizational Behaviour: An Evidence - Based Approach, 12th Ed. McGraw Hill Education.
  • Aswathappa, K. (2016). Organizational Behaviour (Text, Cases and Games), 12th Ed. Bangalore: Himalaya Publication.
  • Gupta, C. B. (2014). A textbook of organizational behaviour: With text and cases. New Delhi: S Chand & Company.
  • Daft, R. L. (2009). Principles of Management (1st edition), Cengage Learning.

 

Evaluation Pattern

CIA1          20 Marks

CIA2          25 Marks

CIA3          20 Marks

ESE           30 Marks

Attendance  5 Marks

BBA102-1 - FINANCIAL ACCOUNTING (2024 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:50
Credits:4

Course Objectives/Course Description

 

Course Description: This course intends to introduce basic accounting principles and practices essential for managing business finances effectively and provide an overview of accounting standards and IFRS. It also deals with subsidiary books maintained in business organizations. The students will have knowledge about the fundamental accounting processes such as journalizing, ledger posting, preparation of trial balance and final accounts in sole trading business. Along with the practical application of the accounting process, the students will also learn the computerized system of preparing the accounts and accounting process on the Tally software. This course will be useful for all those who are desirous of having an understanding and application of financial dynamics of the business and become successful financial managers/entrepreneurs.

Course Objectives:

1.     To understand principles and concepts of accounting and outline the need of accounting standards/IFRS.

2.     To demonstrate knowledge of the accounting cycle process and its step-by-step preparation.

3.     To extend the knowledge of systematic maintenance of books of accounts to real-life business.

4.     To interpret Annual Financial statements of Sole proprietorship form of business.

5.   To prepare accounts and accounting processes using Tally software.

Learning Outcome

CO1: Identifies the application of various principles and standards in preparing accounting statements.

CO2: Demonstrates knowledge of the accounting cycle process. / Analyze and record accounting transactions using appropriate methods.

CO3: Extend the knowledge of systematic maintenance of books of accounts to real-life business.

CO4: Interpret Annual Financial statements of Sole proprietorship form of business./ Create Trading and Profit and Loss accounts and Balance Sheets for sole trading concerns.

CO5: Preparation of accounts and accounting processes using Tally software.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-1
Teaching Hours:9
Introduction to Accounting
 

Level of Knowledge: Conceptual

 

Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-2
Teaching Hours:8
Accounting cycle & process
 

Level of Knowledge: Analytical

 

Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-3
Teaching Hours:10
Subsidiary books
 

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

 

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-5
Teaching Hours:8
Rectification of Errors
 

Level of Knowledge:  Analytical

 

Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-6
Teaching Hours:12
Final Accounts
 

Level of Knowledge: Analytical

 

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Unit-7
Teaching Hours:5
Computerised Accounting
 

Level of Knowledge: Application

 

Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. 

Text Books And Reference Books:
  1. Maheshwari, S.N., Maheshwari, S.K. (2020). Advanced Accountancy1, New Delhi: Jain Book Agency.
  2. Shukla, M. (2020). Advanced Accounts, New Delhi, S Chand Group
  3. Radhaswamy, M & Gupta, R.L. (2020). Advanced Accountancy 2, New Delhi, Sultan Chand & Sons.
  4. Reddy, A. (2020). Fundamentals of Accounting, New Delhi, Himalaya Publishing House
  5. Gupta, A. (2020). Financial Accounting for Management: An Analytical Perspective, Noida, Pearson Education.
  6. Raman, B. S. (2014). Financial Accounting (1 st edi). I& II, New Delhi: United Publishers.
  7. Porter, G.A., & Norton, C.L. (2013). Financial Accounting (IFRS update) (6th edi), Cengage Learning.
  8. Jawahar Lal & Seema Srivastava (2013). Financial Accounting New Delhi: Himalaya Publishing House.
  9. Jain, S.P., Narang, K.L., Aggarwal, Simmi & Sehgal, Monika (2023). Fundamentals of Business Accounting (2 nd Revised Edition). New Delhi: Kalyani Publishers
Essential Reading / Recommended Reading
  1. Jain S.P., & Narang K L. (2020). Basic Financial Accounting I, New Delhi, Kalyani publishers.
Evaluation Pattern

Internal Assessment - 70%

CIA I & II - 20 Marks

Mid Semester Examination - 50 Marks

End Semester Examination - 30%

Examination - 50 Marks

BFMA101-1 - FOUNDATIONS OF BUSINESS ANALYTICS (2024 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course provides the knowledge base for understanding the principles, concepts, tools and techniques of business analytics for effective decision making by creating insights from data. The objectives of the course are to equip learners in understanding data attributes, data visualization and deriving insights through both descriptive and predictive analytical tools/frameworks. The course also investigates the functional applications of analytics. 

 

Course Objectives: 

                    To understand the requirements for data preparation

                    To understand the various analytical tools available for decision making

                    To gain exposure to various visualization tools 

                    To understand concepts and application of predictive modeling techniques

                    To identify applications for analytics in various domains/industries

Learning Outcome

CO1: Prepare data for analysis

CO2: Assess datasets and apply relevant analytical tools to derive insights

CO3: Visualize data in an effective manner that facilitates decision-making.

CO4: Build predictive models using relevant analytical tools

CO5: Develop models/solutions for business problems associated with specific domains/industries.

Unit-1
Teaching Hours:10
INTRODUCTION TO ANALYTICS
 

Data – information – intelligence – knowledge approach, What is analytics, types of analytics, organization and source of data, the importance of data quality, popular tools used for analytics, Role of Data Scientist in Business & Society, Analytics Methodology.

Unit-1
Teaching Hours:10
INTRODUCTION TO ANALYTICS
 

Data – information – intelligence – knowledge approach, What is analytics, types of analytics, organization and source of data, the importance of data quality, popular tools used for analytics, Role of Data Scientist in Business & Society, Analytics Methodology.

Unit-2
Teaching Hours:8
DATA PREPARATION (MS Excel)
 

Data types – data collection – structured/unstructured data sources – government & private data resources/repositories - data scraping – data scrubbing- removing duplicates, treating missing values, identification & treatment of outliers – data cleaning – identification of primary key & foreign key - file formats for various analytical tools. 

Unit-2
Teaching Hours:8
DATA PREPARATION (MS Excel)
 

Data types – data collection – structured/unstructured data sources – government & private data resources/repositories - data scraping – data scrubbing- removing duplicates, treating missing values, identification & treatment of outliers – data cleaning – identification of primary key & foreign key - file formats for various analytical tools. 

Unit-3
Teaching Hours:8
DESCRIPTIVE ANALYTICS (MS Excel)
 

Descriptive statistics, Measures of Central Tendency, Measures of Dispersion, Skewness, Kurtosis, Pivot tables, and Cross tabulation. 

Unit-3
Teaching Hours:8
DESCRIPTIVE ANALYTICS (MS Excel)
 

Descriptive statistics, Measures of Central Tendency, Measures of Dispersion, Skewness, Kurtosis, Pivot tables, and Cross tabulation. 

Unit-4
Teaching Hours:10
DATA VISUALIZATION (MS Excel)
 

Visualization tools, Tables, Charts, Advanced Data Visualization, Data Dashboards.

Unit-4
Teaching Hours:10
DATA VISUALIZATION (MS Excel)
 

Visualization tools, Tables, Charts, Advanced Data Visualization, Data Dashboards.

Unit-5
Teaching Hours:8
PREDICTIVE MODELING (MS Excel)
 

Simple linear regression model, assumptions, testing for normality, multicollinearity, Time Series Pattern, forecast, accuracy, moving averages, seasonality.

Unit-5
Teaching Hours:8
PREDICTIVE MODELING (MS Excel)
 

Simple linear regression model, assumptions, testing for normality, multicollinearity, Time Series Pattern, forecast, accuracy, moving averages, seasonality.

Unit-6
Teaching Hours:8
APPLICATIONS OF ANALYTICS
 

Marketing Analytics, Finance Analytics, HR Analytics, Operation Analytics, tools and case studies.

Unit-6
Teaching Hours:8
APPLICATIONS OF ANALYTICS
 

Marketing Analytics, Finance Analytics, HR Analytics, Operation Analytics, tools and case studies.

Unit-7
Teaching Hours:8
DECISION ANALYSIS (MS Excel)
 

Problem formulation - payoff tables, decision trees; Decision analysis without probabilities : optimistic approach, conservative approach and mini-max regret approach; Decision analysis with probabilities : expected value approach, risk analysis and sensitivity analysis; Decision analysis with sample information - expected value of sample information and expected value of perfect information.

Unit-7
Teaching Hours:8
DECISION ANALYSIS (MS Excel)
 

Problem formulation - payoff tables, decision trees; Decision analysis without probabilities : optimistic approach, conservative approach and mini-max regret approach; Decision analysis with probabilities : expected value approach, risk analysis and sensitivity analysis; Decision analysis with sample information - expected value of sample information and expected value of perfect information.

Text Books And Reference Books:
  1. Camm, J. D., Cochran, J. J., Fry, M. J., Ohlmann, J. W., & Anderson, D. R. (2018). Essentials of Business Analytics (Book Only). Nelson Education
  2. James R. Evans, Business Analytics: Methods, Models & Decisions, 1st edi. Prentice Hall

 

Essential Reading / Recommended Reading
  1. RN Prasad, Seema Acharya, Fundamentals of Business Analytics, 2nd edit. Wiley
  2. U Dinesh Kumar, Business Analytics, 1st edition. Wiley
  3. Amar Sahay, Business Analytics Volume II – A Data-Driven Decision-Making Approach for Business, BEP
Evaluation Pattern

CIA 1 20 Marks

CIA 2 Mid Semester Exam  25 Marks

CIA 3 20 Marks

End Semester Exam

Practicals 

BFMA161-1 - INTRODUCTION TO STATISTICAL ANALYSIS (2024 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Business Statistics helps us to make business decisions under uncertainties. Such decisions must be objective and unbiased and based on quantitative data. This necessitates an analysis of data as well as understanding of statistical tools and models. With the business entities keen on making data-driven decisions it is essential for individuals working in this environment to possess skills to use appropriate statistical tools and techniques in order to make decisions backed by data.  

Learning Outcome

CO1: Demonstrate data handling skills with clarity.

CO2: Outline the relevant concepts of Statistics to a given context/business scenario

CO3: Organize a problem/business data and conduct statistical treatment.

CO4: Evaluate data with appropriate statistical techniques.

CO5: Explain the correlation and regression coefficients

Unit-1
Teaching Hours:4
Introduction to Statistics
 

Importance and limitations of statistics. Meaning and difference between primary and secondary data, data collection methods. Methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution.

Unit-1
Teaching Hours:4
Introduction to Statistics
 

Importance and limitations of statistics. Meaning and difference between primary and secondary data, data collection methods. Methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution.

Unit-2
Teaching Hours:5
Measures of Central Tendency
 

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean (only theory) and partition values- quartiles, deciles, percentiles. 

Unit-2
Teaching Hours:5
Measures of Central Tendency
 

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean (only theory) and partition values- quartiles, deciles, percentiles. 

Unit-3
Teaching Hours:6
Measures of Dispersion and Skewness
 

Properties of dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation. Skewness-meaning, difference between dispersion and skewness, Karl Pearson’s  measures of skewness (Calculations in Excel/SPSS). 

Unit-3
Teaching Hours:6
Measures of Dispersion and Skewness
 

Properties of dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation. Skewness-meaning, difference between dispersion and skewness, Karl Pearson’s  measures of skewness (Calculations in Excel/SPSS). 

Unit-4
Teaching Hours:5
Correlation and Regression
 

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients (Calculations in Excel/SPSS).

Unit-4
Teaching Hours:5
Correlation and Regression
 

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients (Calculations in Excel/SPSS).

Unit-5
Teaching Hours:10
Sampling Distribution and Introduction to Inferential statistics
 

Introduction to testing of Hypothesis: Procedure for testing hypothesis - Setting of Hypothesis -Null and alternative hypotheses, Estimation, Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - Critical region and value - Decision making.   Test of significance for Large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit  (Calculations in Excel/SPSS).

Unit-5
Teaching Hours:10
Sampling Distribution and Introduction to Inferential statistics
 

Introduction to testing of Hypothesis: Procedure for testing hypothesis - Setting of Hypothesis -Null and alternative hypotheses, Estimation, Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - Critical region and value - Decision making.   Test of significance for Large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit  (Calculations in Excel/SPSS).

Text Books And Reference Books:

Sharma J.K (2020) Business Statistics 5th edition Delhi: Vikas Publishing House

Essential Reading / Recommended Reading

 1.                Levin R. I.& Rubin D. S. (2014). Statistics for Management. Delhi: Pearson.

2.               Pillai & Bagavathi (2016) Statistics, Theory and Practice, S Chand Publishing

3.               SP Gupta (2017).Statistical Methods, Sultan Chand and Sons

 

4.               SC Gupta (2018). Fundamentals of Statistics, Himalaya Publishing House

Evaluation Pattern

Assignment / Submission

ENG181-1 - ENGLISH (2024 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

Additional  material as per teacher manual will be provided by the teachers

Evaluation Pattern

CIA 1=20 

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

KAN081-1Y - FOUNDATIONAL KANNADA (2024 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:02

Course Objectives/Course Description

 

This is basically for Kannada unknown students. The non kannada speaking students are trained to speak, read and write. This course mainly focused on communication skills for their day  to day life activities. It helps them to communicate in various domains and  also helps them  to have good relationship with  the local people  and  enable to argue in the local court with the Kannada language

Learning Outcome

CO1: Able to write in Kannada Language.

CO2: Develop their language skills

CO3: Open to listening, speaking, reading, and writing skills.

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-1
Teaching Hours:10
Introduction to Kannada Phonetics
 

1.       Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu)  

2.       Kaagunita  

3.       Ottaksharagalu ( Double Consonants) 

4.       Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la.

5.       Vocabulary and  different meaning.

                                                                                                                                                      

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-2
Teaching Hours:10
Noun and Verb Phrase.
 

 1.       Naamapada mattu Sarvanaama

2.       Linga , Vachana mattu  Vibhakti Pratyayagalu 

3.       Kriyaa Dhaatu, Kriyaa pada with past and present tense

                                                                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-3
Teaching Hours:15
Syntax
 

Sentence making

2.Question form ; Question tag

3. Negation

4. opposite words

5. Translation of simple sentences  from English to Kannada and vice versa

                                                  

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Unit-4
Teaching Hours:15
Conversational Kannada
 

1.       Conversations in various contexts  -Role play , Skit based activity.

 

Text Books And Reference Books:

1. Muddu Kannada: R.L. Anantha Ramiah

2.  Maggi Pustaka

3.  Kannada Varna Male- Charts

Essential Reading / Recommended Reading

 

  1. Kannada Kali Nali: N.S. Lakshminarayanabhatt
Evaluation Pattern

CIA 1 : Written test  to test their writing ability

CIA 2:  Mid Semester Exams

CIA 3: Oral test  to test their speaking ability

End Semester Exams

 

 

 

 

 

BBA101-2 - FINANCIAL MANAGEMENT (2024 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Financial Management is an introductory core course that is offered with intent to equip the students with the basic knowledge of finance theory and its application to develop relevant financial strategies pertinent to profit-seeking organizations. The theme of financial management is structured around three decision making financial areas: Investment- long term as well as working capital, Financing and Dividend policy. This imbibes students with analytical and decision-making skills in managing finance through application of theoretical questions and practical problems.

 

Course Objectives: 

      To understand the basics of finance function and the concepts of financial management

      To apply the knowledge in taking finance decisions

      To develop analytical skills to identify financial management problems and solve them.

      To analyse the relationship among capital structure, cost of capital, dividend decisions, and value of the business.

To assess a firm’s requirement for long-term assets by applying capital budgeting techniques

Learning Outcome

CO1: Demonstrate understanding of the principles and concepts of financial management

CO2: Applying time value of money concepts for informed financial decision

CO3: Analyze various sources of funding available to organizations and the implication of funding combinations.

CO4: Assess investment projects to optimize capital allocation through the consideration of cost of capital and capital budgeting techniques.

CO5: Analyze dividend policy and working capital components

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-1
Teaching Hours:6
Introduction to Financial Management
 

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance. 

 

Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems)

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-2
Teaching Hours:9
Sources of Finance & Capitalization
 

Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit.

Contemporary Source of Finance for Startups. 

 

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading.

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-3
Teaching Hours:12
Capital Structure & Leverage
 

Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-4
Teaching Hours:12
Cost of Capital
 

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

 

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-5
Teaching Hours:8
Capital Budgeting
 

Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods.

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-6
Teaching Hours:6
Dividend Policy decisions
 

Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. 

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Unit-7
Teaching Hours:7
Management of Working Capital
 

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only.

Text Books And Reference Books:

Khan, M, Y, & Jain, P, K (2018). Financial Management. Tata Mc Graw Hill. 

Essential Reading / Recommended Reading
  1. Chandra, P. (2019).Financial Management. New Delhi, India. Tata McGraw Hill Book Co.
  2. Pandey,I.M.(2015). Financial Management. New Delhi, India. Vikas Publishing House.
  3. Gupta, S, K., Sharma, R.K. & Gupta, N (2013). Financial Management. Kalyani Publishers.
  4. Khan, M, Y, & Jain, P, K (2018). Financial Management. Tata Mc Graw Hill. 
  5. Brigham and Houston (2021), Fundamentals of Financial Management, Cengage Learning, 14 edition
Evaluation Pattern

CIA I- 20 Marks

CIA II- 50 Marks

CIA II- 20 Marks

ESE- 50 Marks

Attendance : 5 Marks

BBA102-2 - MARKETING MANAGEMENT (2024 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description : Marketing a particularly stimulating subject for learners, since its practical application is visible every day. Old rules of marketing are no longer useful to those who want to influence these new consumer’s choices. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing

Course Objectives : This course intends

● To explain fundamental concepts of marketing and their application to different markets.

● To give an understanding about marketing mix elements and strategies.

● To explain about consumers buying behavior.

● To critically examine and evaluate existing marketing strategies and tactics.

● To study the social responsibility and ethics of marketing.

Learning Outcome

CO1: Explain fundamental concepts of marketing and their application to different markets.

CO2: Understand elements and strategies about marketing mix.

CO3: Explain about consumers buying behavior.

CO4: Critically examine and evaluate existing marketing strategies and tactics.

CO5: Study the social responsibility and ethics of marketing.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-1
Teaching Hours:8
Introduction to Marketing Fundamentals
 

Level of knowledge: Conceptual

Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment.

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-2
Teaching Hours:10
Connecting with Customers
 

Level of knowledge: Conceptual

Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour,

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-3
Teaching Hours:10
Product and Service Decisions of offering
 

Level of knowledge: Conceptual

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-4
Teaching Hours:6
Pricing
 

Level of knowledge: Conceptual

Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing.

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-5
Teaching Hours:6
Distribution Channels
 

Level of knowledge: Conceptual

Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-6
Teaching Hours:10
Promotion
 

Level of knowledge: Conceptual

Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Unit-7
Teaching Hours:10
Socially Responsible Marketing and Competitive Dynamics
 

Level of knowledge: Conceptual

Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies

Text Books And Reference Books:

1. Kotler.P, &Keller.K.L., Koshy & Jha (2020). Marketing Management, 20th edition, Pearson

Essential Reading / Recommended Reading

Reference Books:

1. Marshall & Johnston, Marketing Management, McGraw Hill

2. Kotler & Armstrong, 15th ed., Principles of Marketing Management, Pearson publication

3. Chernev & Kotler, 5th ed., Strategic Marketing Management, Brightstar Media

4. Stanton, Etzel, Walker, Fundamentals of Marketing, Tata-McGraw Hill, New Delhi.

5. Saxena, Rajan, Marketing Management, Tata-McGraw Hill, New Delhi.

6. McCarthy, E.J., (2016). Basic Marketing: A managerial approach. Irwin, New York.

7. V. S. Ramaswamy and S. Namakumari ,Marketing Management, Sage Publications

Evaluation Pattern

CIA 1- for 20 marks. Report submission either individual or in group

CIA 2 - For 25 marks- Written exam for 50 marks, converted to 25 marks.

CIA 3 - For 20 Marks- Report Submission either individual of in group.

ESE- For 30 Marks- Written Exam conducted for 2 hours for 50 Marks converted to 30

Attendance percentage - carry a maximum of 5 Marks.

BBA191-2 - SOCIAL CONCERN PROJECT (2024 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:1

Course Objectives/Course Description

 

This project is an opportunity to students understand social issues and challenges around their society. A short term association of students with NGO’s help them to learn other side reality of society which enable them to consider social issues in their future corporate decision makings. This project facilitate the students to effectively  utilizing their skills and competences to contribute the people, community and society

Learning Outcome

CO1: To explain the exposure through the contribution of the social organization

CO2: To translate the experiences with the NGO through its stakeholders to a real-time attitudinal change

CO3: To compile a project report connecting the aspects of social responsibility

CO4: To develop commitment towards future service towards society orientation

CO5: To elaborate social issues faced by society with real-time learning.

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-1
Teaching Hours:5
Selection of NGO
 

Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-2
Teaching Hours:5
Introduction to the NGO
 

Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030)

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-3
Teaching Hours:5
Need Assessment
 

Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-4
Teaching Hours:5
Activity Planning and implementation
 

Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide.

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-5
Teaching Hours:5
Reflective sessions
 

Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions 

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Unit-6
Teaching Hours:5
Final Assessment
 

Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and   status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination.

Text Books And Reference Books:

       An external guide(from NGO) must be identified and informed to the teacher teaching Business ethics and sustainability.

       A mail confirming the details-Name of the external guide, designation, email id, phone number, address to be sent to teacher.

       A mail from the external guide must be sent to the teacher accepting your proposal to work with them and clearly mention your work, roles and responsibilities.

       Team leaders to coordinate which teams go when and complete what task and inform the teacher about the same

       A flow chart must be prepared by cluster coordinator showing each teams work to be completed and time line.

       A log book must be maintained by each group mentioning the individual contribution and work completion on a daily basis

       No more than 1 group from each cluster can go for project on any given day

       Each student is expected to put in a 25 hrs work towards project they undertake. The burden of proof lies with each student.

       Failure to report the day to day activities and update log book will lead to cancellation of project.

       Sufficient documents shall be made available both to the faculty guide and mentor at the NGO, for the work completed.

       It may consider  working with corporate foundations and in house CSA

       It is the group’s responsibility to ensure that the mentor at the NGO is aware about these guidelines. 

       Attendance shall be granted subject to confirmed participation by each student on a daily basis. NO attendance shall be given during class hours.

        At the end of each day's work it is the responsibility of the team leader to coordinate with the faculty mentor and get attendance sorted for their team.  No white forms or note is issued by anybody for this purpose.

Essential Reading / Recommended Reading

Myers, D. G., & Twenge, J. M. (2018). Exploring social psychology. New York, NY: McGraw-Hill Education

 

Spence, L. J., Frynas, J. G., Muthuri, J., & Navare, J. (2018). Research handbook on small business social responsibility: Global perspectives. Northampton, MA: Edward Elgar Publishing

Evaluation Pattern

VIVA-VOCE (50 Marks): -Implementation (Each student will be interviewed by an expert panel of faculties)

        Demonstrate awareness of social issues -10 marks.

        Demonstrate awareness of service-learning concepts applied- 10 marks.

        Impact of service-learning captured – 10 marks.

        Propose initiatives for future commitment towards NGO- 10 marks.

        Summarise key facts with clarity- 10 marks.

REPORT VALUATION (50 Marks)

        Describes the functioning of the NGO- 10 marks.

        Interpret stakeholder impact on social issues- 10 marks.

        Analyze the impact of service-learning concepts applied- 10 marks.

         Develop documents with appropriate structure and style- 20 marks.

BFMA101-2 - INTRODUCTION TO PYTHON FOR DATA ANALYTICS (2024 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: Python is a high-level, general-purpose programming language; its programming skills enhance the implementation of various concepts. The course will cover various programming concepts and techniques for real-world business, finance, healthcare, and more applications.

In addition to theoretical concepts, the course will provide hands-on experience with various tools like IDEs and their usage in creating projects and assignments. 

This course is designed for students interested in understanding programming and its applications. Upon completing this course, students will have a strong foundation in Python programming concepts and programming techniques and be well-equipped to pursue further study or career opportunities in this rapidly growing field.  

 

Course Objectives: 

                    To identify various data types in Python.

                    To apply various string operations for data processing.

                    To develop algorithms and programs to serve real-world problems.

                    To create and utilize functions for efficient Python programming.

Learning Outcome

CLO1: Comprehend the fundamental concepts of Python and its usage in real-world applications.

CLO2: Apply Python programming techniques to solve real-world problems.

CLO3: Analyze the strengths and weaknesses of different programming techniques.

CLO4: Design and implement Python programming solutions to meet specific requirements.

CLO5: Develop different Python programs using functions.

Unit-1
Teaching Hours:8
Introduction to Python
 

Introduction to Python and installation, data types: Int, float, Boolean, string, and list; variables, expressions, statements, precedence of operators, comments; Introduction to different environments and IDEs like IDLE, PyCharm, VS Code etc.

Unit-1
Teaching Hours:8
Introduction to Python
 

Introduction to Python and installation, data types: Int, float, Boolean, string, and list; variables, expressions, statements, precedence of operators, comments; Introduction to different environments and IDEs like IDLE, PyCharm, VS Code etc.

Unit-2
Teaching Hours:8
Data modules
 

Modules, functions --- function and its use, flow of execution, parameters and arguments. Control flow and loops steps; if-else statements – one-way, multiway (elif), logical operators and Boolean expressions; while loops – break. 

Unit-2
Teaching Hours:8
Data modules
 

Modules, functions --- function and its use, flow of execution, parameters and arguments. Control flow and loops steps; if-else statements – one-way, multiway (elif), logical operators and Boolean expressions; while loops – break. 

Unit-3
Teaching Hours:8
String Operations
 

Strings and text files: string concatenation, subscript operator, indexing, slicing a string; string methods, manipulating files and directories; text files: reading/writing text and numbers from/to a file.

Unit-3
Teaching Hours:8
String Operations
 

Strings and text files: string concatenation, subscript operator, indexing, slicing a string; string methods, manipulating files and directories; text files: reading/writing text and numbers from/to a file.

Unit-4
Teaching Hours:8
Data Structures
 

Lists: basic list operators, list methods, mutators, aliasing, object identity and structural equivalence; tuples; dictionaries: dictionary literals, adding and removing keys, accessing and replacing values, traversing dictionaries.

Unit-4
Teaching Hours:8
Data Structures
 

Lists: basic list operators, list methods, mutators, aliasing, object identity and structural equivalence; tuples; dictionaries: dictionary literals, adding and removing keys, accessing and replacing values, traversing dictionaries.

Unit-5
Teaching Hours:8
Design with functions
 

Introduction to Numpy and Pandas. Overview of Object-oriented programming, Managing a program’s namespace – module variables, parameters, and temporary variables; scope, lifetime, named arguments. Application on modules. 

Unit-5
Teaching Hours:8
Design with functions
 

Introduction to Numpy and Pandas. Overview of Object-oriented programming, Managing a program’s namespace – module variables, parameters, and temporary variables; scope, lifetime, named arguments. Application on modules. 

Unit-6
Teaching Hours:10
File Handling and Database using MySQL
 

Overview of File handling using Python programming. Overview of Read, Write, Append, Execute Functions, Functions to deal with file status and manage the data entry. Overview of databases, relational databases, normalization, and normal forms used in DB creation. Overview of MySQL and introduction to MySQL workbench and its various operations.

Unit-6
Teaching Hours:10
File Handling and Database using MySQL
 

Overview of File handling using Python programming. Overview of Read, Write, Append, Execute Functions, Functions to deal with file status and manage the data entry. Overview of databases, relational databases, normalization, and normal forms used in DB creation. Overview of MySQL and introduction to MySQL workbench and its various operations.

Unit-7
Teaching Hours:10
Applications
 

Python program application on different management functions -Marketing, HR & Finance. Real-time application of the Python program.  Case Analysis

Unit-7
Teaching Hours:10
Applications
 

Python program application on different management functions -Marketing, HR & Finance. Real-time application of the Python program.  Case Analysis

Text Books And Reference Books:

1.               Manaranjan Pradhan, U Dinesh Kumar. (2019) Machine Learning using Python, Wiley

 

2.              Lambert KA., Juneja BL. (2015). Fundamentals of Python. Cengage Learning.

Essential Reading / Recommended Reading
  1. McKinney W (2018). Python for Data Analysis. 2nd Edition. O’Reilly Media.
  2. Martin C. Brown (2018). Python The Complete Reference, 4th Edition, Tata McGraw-Hill Education India
  3. Reema Thareja (2019), Python Programming: Using Problem-Solving Approach, OUP, India
Evaluation Pattern

Practical

BFMA161-2 - FOUNDATIONS OF MANAGERIAL EFFECTIVENESS (2024 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course is intended to provide a cohort experience and to help students acquire a range of useful strategies and skills for enhancing their managerial effectiveness, as well as for engaging productively with the undergraduate course concepts throughout their program. The theme addressed in this course is enhancement of intrapersonal and interpersonal managerial skills including professionalism, ethics, self-awareness, communication, collaboration and time management

Course Objectives: 

 

  • To explain and illustrate different barriers of professionalism and ethics as an attribute.

  • To develop understanding between individuals within a team or in a group setting.

  • To enhance communication skills required to be a competent manager

  • To discover the importance of Team Building & Networking, including in the multicultural context.

  • To analyze and interpret the techniques and tools that will promote efficient utilization of time.

Learning Outcome

CO1: Explain and illustrate different barriers of professionalism and ethics as an attribute

CO2: Develop understanding of the importance of self-awareness

CO3: Discover the significance of Communication

CO4: Evaluating the need for Team Building & Being a Team Member

CO5: Analyze and interpret the techniques and tools that will promote efficient utilization of time

Unit-1
Teaching Hours:4
PROFESSIONALISM AND ETHICS
 

Level of Knowledge: Conceptual

Professionalism in workplace, positioning yourself at the workplace to become more marketable through the right attitude, grooming and etiquettes. Ethics at the workplace.

Unit-1
Teaching Hours:4
PROFESSIONALISM AND ETHICS
 

Level of Knowledge: Conceptual

Professionalism in workplace, positioning yourself at the workplace to become more marketable through the right attitude, grooming and etiquettes. Ethics at the workplace.

Unit-2
Teaching Hours:6
SELF AWARENESS
 

Level of Knowledge: Conceptual

Introduction, importance, benefits, types and how to create a self-awareness, understand yourself,

Realize your strengths and weakness, Applicability of self-awareness in our lives JOHARI WINDOW- The four quadrants of JW, Advantages and disadvantages, Applications

Unit-2
Teaching Hours:6
SELF AWARENESS
 

Level of Knowledge: Conceptual

Introduction, importance, benefits, types and how to create a self-awareness, understand yourself,

Realize your strengths and weakness, Applicability of self-awareness in our lives JOHARI WINDOW- The four quadrants of JW, Advantages and disadvantages, Applications

Unit-3
Teaching Hours:6
ENHANCING COMMUNICATION SKILLS
 

Level of Knowledge: Conceptual

TRANSACTIONAL ANALYSIS - Ego states, Type of transactions, Implications of TA,

 

Communicating in meetings; PRESENTATIONS – Making effective oral and written presentations, concept of multicultural communication, challenges in cross cultural communication and tips to improve cross cultural communication skills, Recent trends in communication, e-mail, video conferencing, social media sensitization.

Unit-3
Teaching Hours:6
ENHANCING COMMUNICATION SKILLS
 

Level of Knowledge: Conceptual

TRANSACTIONAL ANALYSIS - Ego states, Type of transactions, Implications of TA,

 

Communicating in meetings; PRESENTATIONS – Making effective oral and written presentations, concept of multicultural communication, challenges in cross cultural communication and tips to improve cross cultural communication skills, Recent trends in communication, e-mail, video conferencing, social media sensitization.

Unit-4
Teaching Hours:8
TEAM BUILDING AND NETWORKING
 

Level of Knowledge: Conceptual

TEAMS - Introduction, importance of being a Team Member and Team Leader. Meaning, importance   and Challenges of Team Building; Cross-Cultural collaboration. Team conflict management in the workspace. Negotiation skills.

 

 NETWORKING – Importance of professional network, building your professional network within and outside the organisation.

Unit-4
Teaching Hours:8
TEAM BUILDING AND NETWORKING
 

Level of Knowledge: Conceptual

TEAMS - Introduction, importance of being a Team Member and Team Leader. Meaning, importance   and Challenges of Team Building; Cross-Cultural collaboration. Team conflict management in the workspace. Negotiation skills.

 

 NETWORKING – Importance of professional network, building your professional network within and outside the organisation.

Unit-5
Teaching Hours:6
TIME MANAGEMENT
 

Level of Knowledge: Conceptual

Level of Knowledge: Conceptual

 

Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management.

Unit-5
Teaching Hours:6
TIME MANAGEMENT
 

Level of Knowledge: Conceptual

Level of Knowledge: Conceptual

 

Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management.

Text Books And Reference Books:

1.Chatterjee, D. A. (2017). Managerial Effectiveness: An insight. Rigi Publication.

2. Horstman, M. (2016). Effective Manager. Wiley.

3. Reddin, W. J., & Reddin, W. J. (1970). Managerial Effectiveness. McGraw-Hill.

 

Essential Reading / Recommended Reading

Websites:

1. https://www.merriam-webster.com/dictionary/professionalism

2. https://www.linkedin.com/pulse/20140831053426-77080879-10-golden-rules-to-professional-

ethics-in-the-workplace

3. https://www.youtube.com/watch?v=vj4hvpLYZ6M

 

Evaluation Pattern

CIA Based

CIA1 - 30 marks

CIA2 - 30 marks

CIA3 - 30 marks

Class participation - 10 marks

ENG181-2 - ENGLISH (2024 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:4
language
 

Presentation skills

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food
 

Witches’ Loaves

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Unit-1
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Presentation skills

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Unit-1
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Unit-1
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Presentation skills

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Unit-1
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Presentation skills

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Unit-1
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Presentation skills

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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Witches’ Loaves

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Unit-1
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Unit-1
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Witches’ Loaves

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Unit-1
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Presentation skills

Unit-1
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food
 

Witches’ Loaves

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Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Language
 

Report writing

Unit-2
Teaching Hours:6
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
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Report writing

Unit-2
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Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
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Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

teacher manual and worksheets that teachers would provide. Listening skills worksheets.

Evaluation Pattern

CIA1- 20

MSE-50

CIA3- 20

ESE- 50

BBA201-3 - COST AND MANAGEMENT ACCOUNTING (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course provides a comprehensive exploration of foundational concepts and practical applications in both cost and management accounting. It delves into the details of cost sheet preparation, encompassing materials, labor, and overheads. It also examines essential financial statement analysis tools, such as comparative and common size Income Statements and Balance Sheets, Trend Analysis, Ratio Analysis, Cash Flow Statements, Budgets, and Budgetary Control. The course also sheds light on the importance of Management Reporting. As an integral component of the Business Administration program, it equips students with essential knowledge and understanding of diverse methods, tools, and techniques in cost and management accounting, essential for making informed financial decisions in accounting and finance.

To Equip the students to prepare comprehensive cost sheets and accurate quotations for products or services. 

To provide students with the skills necessary to accurately ascertain and analyze costs associated with materials, labor, and overheads.

To enrich the knowledge of students, apply marginal costing principles to analyze and evaluate various business decisions.

To Develop students understanding of financial statement analysis empowering them to extract managerial insights from financial data.

To Develop the knowledge of the learners to understand and prepare a management report

Learning Outcome

CO1: Illustrate the relevant cost and management accounting theories and prepare cost sheet and quotations.

CO2: Demonstrate the methods of computing the Costs of Materials, Labor and overheads

CO3: Examine the application of Marginal costing in decision making

CO4: Assess the financial statements for managerial decision making

CO5: Explain the methods of management reports.

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-1
Teaching Hours:8
Introduction to Cost and management accounting
 

Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting.

 Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-2
Teaching Hours:10
Material, Labor and Overheads
 

Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods.  

Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method.  

Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only).

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-3
Teaching Hours:10
Marginal Costing
 

Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing.

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-4
Teaching Hours:8
Budgetary Control
 

Meaning and importance - Types of Budgets, practical problems- Flexible Budget  and cash Budget

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-5
Teaching Hours:10
Financial Statement Analysis
 

Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis.

Ratio Analysis:  Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis.   

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-6
Teaching Hours:10
Cash flow statement
 

Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Unit-7
Teaching Hours:4
Management Reporting
 

Procedures and Utility, Sample Reports

Text Books And Reference Books:

Arora,M.N (2016).Cost and Management Accounting, New Delhi: Himalaya Publishing House

Essential Reading / Recommended Reading

1. Jain, S.P., & Narang, K.L. (2018). Cost Accounting. New Delhi: Kalyani Publishers. 2. Kishor, R.M. (2013). Cost and Management Accounting. New Delhi: Taxman Allied Services.

3. Pillai, R.N.S. (2013). Cost Accounting. New Delhi: Sultan Chand.

4. Arora,M.N (2018). Management Accounting, New Delhi: Himalaya Publishing House

 5. Lal, J. (2013). Cost Accounting. New Delhi: Tata McGraw Hill Education

 

 

Evaluation Pattern

Component of Assessment

Description of the Assessment

Units covered

Maximum Marks

Weightage

Total Marks

CIA IA

Formative (Group Assignment)

Unit1

20

100%

20

CIA II (MSE)

Formative (Mid Semester Examination)

 

Unit1, 2 & 3

50

50%

25

CIA III

Formative (Individual Assignment)

 

4, 5, 6 & 7

20

100%

20

ESE

Formative (Examination)

All Units

50

60%

30

Attendance

Attendance

 

 

 

05

BBA202-3 - HUMAN RESOURCE MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

Human Resource Management course provides an overview of the HR function covering the entire gamut of operations related to the employee life cycle management. The course focuses on the providing the basic understanding of HR processes and practices followed in a business organization. It orients learners towards understanding of various HR functions such as recruitment and selection, training and development, performance management system, compensation management, contemporary issues and trends in human resource management. The course meets the national and local context of people management and enables students to have a global perspective on Human resource management practices.

Course Objectives:

  • To outline HR’s evolving role in the 21st century. 

  • To assess the processes and practices in HR functions that build competitiveness for a business organisation

  • To analyse HR Practices through which organisations can attract, motivate and retain employees.  

  • To outline HRM’s role in ensuring harmonious relations between employer and employee. 

Learning Outcome

CO1: Analyse concepts, theories and frameworks in HRM

CO2: Apply different HR techniques for effective human resource management

CO3: Explain the aspects of industrial relations and its implications

CO4: Develop appropriate HR intervention in conjunction with organization needs.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-1
Teaching Hours:6
Introduction to HRM
 

Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-2
Teaching Hours:10
Unit II Job Analysis and Human Resource Planning
 

Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.          

 

Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce.

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-3
Teaching Hours:8
Unit III Recruitment and Selection
 

Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;

 

Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. 

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-4
Teaching Hours:8
Unit IV Learning & Development and Career Mobility
 

Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods.

Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.

                                          

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-5
Teaching Hours:10
Unit V Performance Appraisal & Compensation Management
 

Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.

 

Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-6
Teaching Hours:8
Unit VI Industrial Relations
 

Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,

 

 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Unit-7
Teaching Hours:8
Unit VII Contemporary Issues and Trends in HRM
 

Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. 

Text Books And Reference Books:

Essential references: 

  1. Gary Desler, Biju Varkkey (2018). Human Resource Management. Fifteenth Edition. Pearson
Essential Reading / Recommended Reading

Recommended references: 

  1. L M Prasad. (2018). Human Resource Management, Sultan Chand & Sons
  2. K Aswathappa. (2019). Human Resource Management: Text & Cases.  Graw Hill Education (India) Private Limited.
  3. Rao, S. (2018). Essentials of Human Resource Management & Industrial Relations: Text & Cases. New Delhi: Himalaya Publication.
  4. Noe. Hollenbeck. Gerhart. Wright. (2019). 7th Edition. Fundamentals of Human Resource Management. McGraw Hill.
Evaluation Pattern

CIA 1 25 MARKS 

CIA 2 25 Marks 

CIA 3 25 Marks

CIA 4 25 Marks

TOTAL = 100 Marks

Note: This course has no mid sem and end sem examination. There are no marks allotted for attendance.

This course is taught according to Learner Centeric Approach (LCA). 

BFMA201-3 - DATA MINING (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

Data Mining has recently gained considerable momentum as a paradigm for driving a firm’s daily business analytics operations. This course provides an introduction to fundamental techniques and novel applications of data warehouse and Data Mining. Issues covered by this learning experience include data warehouse planning; data mining techniques, business analytics modeling, design, and implementation. In particular, the role of data warehouses in supporting business intelligence and effective decision making is emphasized through labs, projects, and case studies. This course will use Rapid Miner which is popular, open-source, graphical data mining & intelligence tool. This course should prove valuable to you if you want to join or start an analytics‐centric firm, help an existing organization improve its data mining skill set, and make good managerial decisions regarding data mining and business intelligence.

 

Course Objectives:

                    To understand and implement classical models and algorithms in data warehouses and data mining

                    To characterize the kinds of patterns that can be discovered by association rule mining classification and clustering.

                    To master data mining techniques in various applications like social, scientific and business application context.

                    To develop skill in selecting the appropriate data mining algorithm for solving practical problems.

Learning Outcome

Unit-1
Teaching Hours:10
Data Warehouse
 

Level of Knowledge: Analytical

Introduction to Data WareHouse, Differences between operational data base systems and data Ware House, Data Ware House characteristics, Data Ware House Architecture and its components, Extraction-Transformation-Loading, Logical (Multidimensional), Data Modeling, Schema Design, star and Snow-Flake Schema, Dimension Table characteristics; Fact-Less-Facts, Dimension Table characteristics; OLAP cube, OLAP Operations, OLAP Server Architecture-ROLAP, MOLAP and HOLAP. Using Python language for the application part.

Unit-1
Teaching Hours:10
Data Warehouse
 

Level of Knowledge: Analytical

Introduction to Data WareHouse, Differences between operational data base systems and data Ware House, Data Ware House characteristics, Data Ware House Architecture and its components, Extraction-Transformation-Loading, Logical (Multidimensional), Data Modeling, Schema Design, star and Snow-Flake Schema, Dimension Table characteristics; Fact-Less-Facts, Dimension Table characteristics; OLAP cube, OLAP Operations, OLAP Server Architecture-ROLAP, MOLAP and HOLAP. Using Python language for the application part.

Unit-2
Teaching Hours:10
Introduction to Data Mining
 

Level of Knowledge: Conceptual

Introduction, what is Data Mining, Definition, KDD, Challenges, Data Mining Tasks, Data Preprocessing- Data Cleaning, Missing Data Enrichment, Dimensionality Reduction, Feature Subset Selection, Discretization and Binaryzation, Data Transformation; Measures of similarity and Dissimilarity. CRISP Methodology

Unit-2
Teaching Hours:10
Introduction to Data Mining
 

Level of Knowledge: Conceptual

Introduction, what is Data Mining, Definition, KDD, Challenges, Data Mining Tasks, Data Preprocessing- Data Cleaning, Missing Data Enrichment, Dimensionality Reduction, Feature Subset Selection, Discretization and Binaryzation, Data Transformation; Measures of similarity and Dissimilarity. CRISP Methodology

Unit-3
Teaching Hours:5
Association Rules
 

Level of Knowledge: Analytical

Problem Definition, Frequent Item Set Generation, The APRIORI Principle, Support and Confidence Measures, Association Rule Generation, APRIORI Algorithm, The Partition Algorithms, FP-Growth Algorithms, Compact Representation of Frequent Item Set-Maximal Frequent Item Set, Closed Frequent Item Set. 

Unit-3
Teaching Hours:5
Association Rules
 

Level of Knowledge: Analytical

Problem Definition, Frequent Item Set Generation, The APRIORI Principle, Support and Confidence Measures, Association Rule Generation, APRIORI Algorithm, The Partition Algorithms, FP-Growth Algorithms, Compact Representation of Frequent Item Set-Maximal Frequent Item Set, Closed Frequent Item Set. 

Unit-4
Teaching Hours:10
Classification
 

Level of Knowledge: Analytical

Problem definition, General Approaches to solving a classification problem, Evaluation of Classifiers, Classification techniques, Decision Trees-Decision Tree Construction, Methods for expressing attribute test conditions, Measures for Selecting the Best split, Algorithm for Decision Tree Induction, Naïve-Bayes Classifier, Bayesian Belief Networks; K-nearest neighbor, Classification-Algorithm and characteristics. 

Unit-4
Teaching Hours:10
Classification
 

Level of Knowledge: Analytical

Problem definition, General Approaches to solving a classification problem, Evaluation of Classifiers, Classification techniques, Decision Trees-Decision Tree Construction, Methods for expressing attribute test conditions, Measures for Selecting the Best split, Algorithm for Decision Tree Induction, Naïve-Bayes Classifier, Bayesian Belief Networks; K-nearest neighbor, Classification-Algorithm and characteristics. 

Unit-5
Teaching Hours:10
Clustering
 

Level of Knowledge: Analytical

Problem Definition, clustering overview, Evaluation of clustering algorithms, Partitioning clustering K-Means Algorithm, K-Means Additional Issues, PAM Algorithm, Hierarchical Clustering-Algorithm- Agglomerative Methods and Divisive Methods, Basic Agglomerative Hierarchical Clustering Algorithm, Specific techniques, Key Issues in Hierarchical Clustering, Strengths and weakness, Outlier Detection

Unit-5
Teaching Hours:10
Clustering
 

Level of Knowledge: Analytical

Problem Definition, clustering overview, Evaluation of clustering algorithms, Partitioning clustering K-Means Algorithm, K-Means Additional Issues, PAM Algorithm, Hierarchical Clustering-Algorithm- Agglomerative Methods and Divisive Methods, Basic Agglomerative Hierarchical Clustering Algorithm, Specific techniques, Key Issues in Hierarchical Clustering, Strengths and weakness, Outlier Detection

Unit-6
Teaching Hours:7
Mining Time-Series and Sequence Data
 

Level of Knowledge: Analytical

Regression analysis, simple and multiple linear regression, nonlinear regression, logistic regression, regression trees, regression using Support Vector Machine, other regression models Trend analysis, Sequential pattern mining

Unit-6
Teaching Hours:7
Mining Time-Series and Sequence Data
 

Level of Knowledge: Analytical

Regression analysis, simple and multiple linear regression, nonlinear regression, logistic regression, regression trees, regression using Support Vector Machine, other regression models Trend analysis, Sequential pattern mining

Unit-7
Teaching Hours:8
Text Mining and Web Mining
 

Level of Knowledge: Analytical

 Mining text databases: Text data analysis and information retrieval, keyword-based association analysis, document classification, text clustering analysis, mining social networks, Web resource discovery, and Web usage mining.

Unit-7
Teaching Hours:8
Text Mining and Web Mining
 

Level of Knowledge: Analytical

 Mining text databases: Text data analysis and information retrieval, keyword-based association analysis, document classification, text clustering analysis, mining social networks, Web resource discovery, and Web usage mining.

Text Books And Reference Books:
  1. Jiawei Han, Micheline Kamber (2006), Data Mining-Concepts and Techniques-, Morgan Kaufmann Publishers, Elsevier, 2nd Edition
  2. Pang-Ning Tan, Vipin Kumar, Michael Steinbanch, Introduction to Data Mining, Pearson Education. 

 

Essential Reading / Recommended Reading
  1. Arun K Pujari, Data Mining Techniques, 3rd Edition, Universities Press.
  2. Pualraj Ponnaiah, Data Ware Housing Fundamentals, Wiley Student Edition.
  3. Ralph Kimball, The Data Ware House Life Cycle Toolkit- Wiley Student Edition.
  4. Vikaram Pudi, P Radha Krishna, Data Mining, Oxford University.
Evaluation Pattern

Practicals 

BFMA261-3 - ANALYTICS FOR MARKETING (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course will provide opportunities for the students to use data to  evaluate the success and effectiveness of marketing activities. This course enables the students to get insights on consumers, through which better marketing objective optimization can be done to get more Return on Investment. This course will also provide insights on developing targeted marketing strategies rather than mass marketing communication which could result in waste of resources

Learning Outcome

CO1: To understand the importance of marketing analytics for systematic allocation of marketing resources.

CO2: To analyze data and develop insights from the analysis for addressing strategic marketing decisions

CO3: To understand about the various tools available for marketing analytics and digital marketing analytics

CO4: To choose and leverage on the real time marketing analytics tools

CO5: To prepare marketing analytics reports and dashboards

Unit-1
Teaching Hours:8
Introduction to Marketing Analytics
 

Marketing Analytics : Introduction, Descriptive to Predictive Analytics, Significance and Relevance, Customer Metrics and Analytics, Product, Price, Place, Promotion - Metrics and Analytics

Unit-1
Teaching Hours:8
Introduction to Marketing Analytics
 

Marketing Analytics : Introduction, Descriptive to Predictive Analytics, Significance and Relevance, Customer Metrics and Analytics, Product, Price, Place, Promotion - Metrics and Analytics

Unit-2
Teaching Hours:6
Data for Marketing Analytics
 

Data: Introduction,Big Data: Features of Big Data, Data from Digital Footprints, Sources of Data, Data Conversion, Data Slicing and Dicing

Unit-2
Teaching Hours:6
Data for Marketing Analytics
 

Data: Introduction,Big Data: Features of Big Data, Data from Digital Footprints, Sources of Data, Data Conversion, Data Slicing and Dicing

Unit-3
Teaching Hours:6
Introduction to Marketing Analytics Tools
 

Improvado, Domo, Salesforce Marketing Cloud Intelligence, Funnel.io, Supermetrics, Adverity, Ninjacat

Unit-3
Teaching Hours:6
Introduction to Marketing Analytics Tools
 

Improvado, Domo, Salesforce Marketing Cloud Intelligence, Funnel.io, Supermetrics, Adverity, Ninjacat

Unit-4
Teaching Hours:6
Real Time Web Analytics
 

Introduction to Google Analytics, Components of Google Analytics, Setting up Account, Registration of Website and Monitoring with Google Analytics

Unit-4
Teaching Hours:6
Real Time Web Analytics
 

Introduction to Google Analytics, Components of Google Analytics, Setting up Account, Registration of Website and Monitoring with Google Analytics

Unit-5
Teaching Hours:4
Interpreting Marketing Analytics Report
 

Interpreting Reports from Google Analytics: Types of Google Analytics Reports, Comprehending about Dashboards

Unit-5
Teaching Hours:4
Interpreting Marketing Analytics Report
 

Interpreting Reports from Google Analytics: Types of Google Analytics Reports, Comprehending about Dashboards

Text Books And Reference Books:

Mike Grigsby, Marketing Analytics: A Practical Guide to Improving Consumer Insights Using Data Techniques 2nd Edition, Kogan Page, 2018

 

Essential Reading / Recommended Reading

Todd Kelsey, Introduction to Google Analytics: A Guide for Absolute Beginners, Apress, 2017

Evaluation Pattern

25  + 25

BFMA262-3 - DIGITAL TECHNOLOGY SOLUTIONS FOR BUSINESS (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This is a cross-functional course that aims to offer an understanding of Digital Technological Solutions for business that can be offered to internal and/or external customers, in the fields of business and systems analysis, cyber security, data analysis, and network infrastructure. This will help students strategize and recommend businesses to develop new products and services and to increase an organization's productivity using modern and digital technologies.

Learning Outcome

CO1: Comprehend the role of digital technologies

CO2: Apply different digital technological tools for the business solution

CO3: Analyze the ethical and legal impacts of digital technology on business

CO4: Develop critical thinking and analytical skills by using digital technology

Unit-1
Teaching Hours:10
UNIT I Introduction to Digital Technologies
 

Introduction to digital technologies, role, and the impact of digital technologies in business, Understanding the benefits of cloud computing for businesses. Different cloud deployment models, artificial intelligence - types of artificial intelligence and their benefits, blockchain technology- Understanding the different blockchain applications and their application for businesses, digital transformation, understanding the importance of digital transformation for businesses, developing a digital transformation strategy, challenges and risks associated with digital transformation.

Unit-1
Teaching Hours:10
UNIT I Introduction to Digital Technologies
 

Introduction to digital technologies, role, and the impact of digital technologies in business, Understanding the benefits of cloud computing for businesses. Different cloud deployment models, artificial intelligence - types of artificial intelligence and their benefits, blockchain technology- Understanding the different blockchain applications and their application for businesses, digital transformation, understanding the importance of digital transformation for businesses, developing a digital transformation strategy, challenges and risks associated with digital transformation.

Unit-2
Teaching Hours:10
Digital Applications
 

Digitalization. Applications of Digitalisation in Information Technology. Creating

Digital content for Business, Public Relations, Marketing using Social Media

Channels, Internet of Things, different applications of IoT. Understanding the

different blockchain applications and their application for businesses, Need for

developing data models and solutions. Artificial Intelligence applications, Virtual

Assistance, Applications of Virtual Assistance. Machine learning, Applications of

Machine learning.

Unit-2
Teaching Hours:10
Digital Applications
 

Digitalization. Applications of Digitalisation in Information Technology. Creating

Digital content for Business, Public Relations, Marketing using Social Media

Channels, Internet of Things, different applications of IoT. Understanding the

different blockchain applications and their application for businesses, Need for

developing data models and solutions. Artificial Intelligence applications, Virtual

Assistance, Applications of Virtual Assistance. Machine learning, Applications of

Machine learning.

Unit-3
Teaching Hours:10
Information Systems
 

Role of information systems, highlight issues, and opportunities for improvement through information systems. Data and its importance, tools used by teams to represent data to accelerate performance, need for developing data models and solutions, DBMS, cyber security and advancements for businesses Understanding the legal and ethical implications of digital technologies in business, Intellectual property rights, and digital technologies, privacy and security concerns in digital technologies, developing an ethical framework for digital technologies inbusiness.

Unit-3
Teaching Hours:10
Information Systems
 

Role of information systems, highlight issues, and opportunities for improvement through information systems. Data and its importance, tools used by teams to represent data to accelerate performance, need for developing data models and solutions, DBMS, cyber security and advancements for businesses Understanding the legal and ethical implications of digital technologies in business, Intellectual property rights, and digital technologies, privacy and security concerns in digital technologies, developing an ethical framework for digital technologies inbusiness.

Text Books And Reference Books:

1.      Digital Transformation: Strategy, Implementation, and Execution by Alexei Sidorenko

2.      Big Data Analytics: A Management Perspective by Frank Ohl horst

Essential Reading / Recommended Reading

1. The Blockchain Revolution: How the Technology Behind Bitcoin Is Changing Money, Business, and the World by Don Tapscott and Alex Tapscott

Evaluation Pattern

1. Group Assessment - 30 marks

2. Individual Assessment - 20 marks  

FRE181-3 - FRENCH (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

 Course Objectives

·       To develop basic and communication skills sharpen oral and written skills.

·       To enhance knowledge on French culture.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

Learning Outcome

CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills.

CO2: Basic knowledge of french civilization.

CO3: Enrichment of vocabulary.

CO4: Enhanced ability to engage in conversations and discussions in French with ease.

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-1
Teaching Hours:9
Units 0,1
 

Étape

Topics

 Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

 

Simple communicative words  and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

 

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-2
Teaching Hours:7
Unit 2
 

Étape 2

Fans de musique

 

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions.   -To ask someone their age.

 

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait.  (integrating global skills)                                                                                                          

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-3
Teaching Hours:7
Unit 3
 

 

Étape 3

Nous sommes tous frères 

 

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

 

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

 

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Unit-4
Teaching Hours:7
Unit 4
 

Étape 4

Bougeons!

Let us move!

 

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports.   -Describe physicality.

 

-Verb : faire jouer +article         -Qu’est - ce que ?

- C’est, il/elle est

 

Tache finale :

Organise a sport presentation in class. Indoor games.                                                                                                                                                                                                                                

 

7 hrs

Text Books And Reference Books:

Le Robert et Nathan, Conjugaison, English Edition

Essential Reading / Recommended Reading

French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

      I.         Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

·       Section A - Test of linguistic ability through grammar components – 10 marks

·       Section B - Test of translating abilities and comprehension, short answers - 20 marks

·       Section C - Test of writing skills / Originality in letter writing, dialogue and essay  – 20 marks

CIA -1 10 marks

CIA- 2  50 marks

CIA –3  10 marks

ESE   50 marks.

 

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

 

GER181-3 - GERMAN (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.

 Course Objectives:

 

·       To achieve language proficiency skills on the basic level

·       To develop the skills demonstrated in the ability to interpret simple texts

·       To attain some transcultural competency: an awareness of cross-cultural differences between societies.

·       To develop the ability to formulate basic questions. 

Learning Outcome

CO1: Listen, understand, and respond to short recordings about everyday life.

CO2: Be familiar with the socio-cultural aspects of the language.

CO3: Remember and apply basic rules of grammar.

CO4: Write simple phrases/ messages/ dialogues/ small paragraphs on every day topics.

CO5: Speak about oneself/ others / the immediate environment / engage in simple conversation.

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-1
Teaching Hours:8
Guten Tag
 

Grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-2
Teaching Hours:7
Freunde, Kollegen und ich
 

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-3
Teaching Hours:7
In Hamburg
 

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Unit-4
Teaching Hours:8
Guten Appetit
 

            über essen sprechen, einen Einkauf planen, Gespräche beim Essen führen, mit W-fragen Texte verstehen, Wörter ordnen und lernen, Positionen im Satz, Akkusativ, Verben mit Akkusativ, Modal verben.

 

 

Text Books And Reference Books:

Netzwerk neu Deutsch als Fremdsprache A1 Textbook, workbook, glossar and 2cd ‘s by Stefanie dengler, Paul rusch, Helenschmitz, Tanja sieber, klett -Langenscheidt publishers

Essential Reading / Recommended Reading

1.     Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen publishers

2.     Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber publishers

3.     Deutsch für den Beruf text book by adelheid h, Max Hueber publishers

4.     Deutsch für den Beruf work book by adelheid h, Max Hueber publishers

5.     Grammatik intensiv trainer A1 Deutsch – Langenscheidt by Mark lester, larry beason, langenscheid publishers

6.     Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber publishers

 

7.     Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, eli publishers

Evaluation Pattern

CIA 1 - 10 Marks 

CIA 2 - 25 Marks 

CIA 3 - 10 Marks 

Attendance: 5 Marks 

End Semester: 50 Marks  

HIN181-3 - BASIC HINDI (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This is a thirty hours course. Students will be exposed to the use of Hindi Language both in oral and written forms. During the course, Hindi alphabets, words, simple sentences, general vocabulary and basic grammar will be taught. At the end of the course students will be able to read, write and speak the Language

Learning Outcome

CO1: Improve the spoken skill.

CO2: Acquire reading and writing skill.

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-1
Teaching Hours:17
1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
 

Students will be trained in basic HIndi Grammar

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-2
Teaching Hours:7
1. Vocabulary-Names of things, animals, birds, vegetables, flowers, days, months etc.
 

Vacbulary developing excercises

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Unit-3
Teaching Hours:6
Conversation practice.
 

Basic conversation skill development in Hindi

Text Books And Reference Books:

1.     Creative writing                                  by: John Singleton

2.     Adhunik Hindi Nibandh                     by: BhuvaneshwarichandranSaksena.

3.     Cambridge introduction to                 by: Morley, Davi

Creative writing

Essential Reading / Recommended Reading

1.     Creative writing                                  by: John Singleton

2.     Adhunik Hindi Nibandh                     by: BhuvaneshwarichandranSaksena.

3.     Cambridge introduction to                 by: Morley, Davi

Creative writing

Evaluation Pattern

Mid-Semester Examination

Course name- Basic Hindi

Course Code-HIN181-3

Paper I – Hindi

Max. Time: 2 Hrs                                                                              Max. Marks: 50

Section

Subject Title

Types of Questions

Choice

Marks

A

Grammar

1.     Multiple choice

2.     Change of Gender

3.     Change of Number

4.     Change of Tense

5.     Correct the sentences

10 questions

5 questions

5 questions

5 questions

5 questions

10x1= 10

5x1=5

5x1=5

5x1=5

5x1=5

B

Vocabulary

Vocabulary writing

10question

1 x10= 10

C

 

Conversation practice

Descriptive type

1 out of 2 

1x10=10

 

End-Semester Examination

Course name- Basic Hindi

Course Code-HIN181-3

Paper I – Hindi

Max. Time: 2 Hrs                                                                                          Max. Marks: 50

Section

Subject Title

Types of Questions

Choice

Marks

A

Grammar

1.     Multiple choice

2.     Change of Gender

3.     Change of Number

4.     Change of Tense

5.     Correct the sentences

10 questions

5 questions

5 questions

5 questions

5 questions

10x1= 10

5x1=5

5x1=5

5x1=5

5x1=5

B

Vocabulary

Vocabulary writing

10 questions

1 x10= 10

C

 

Conversation practice

Descriptive type

1 out of 2 

1x10=10

 

HIN282-3 - HINDI (ADVANCED) (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Unit I- Poetry                                                                                                                      

 

The detailed text book “Samkaleen Kavita Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of modern poems written by representative poets of Hindi Literature. The poems reflect on the social, environmental, cultural and political issues which are prevalent in our society. Social media writing will enhance the communication skill of the students.  Since translation is a significant area in language and literature, emphasis is being given on Translation practice. Language skills can be improved by giving focus on technical terminology.

Unit II – Social Media Writing                                                                                                    

Basic

 

 Unit III Translation English to Hindi.                                                                                                05 Hrs.

 

Unit II – Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.                 05Hrs.

Basic

 

 

Unit IV: Technical Terminology                                                                                                      05Hrs.

 

Unit III-Translation practice- English to Hindi                                                                      05Hrs.

 

 

 

Learning Outcome

CO1: Improve the writing skill in literary Hindi

CO2: Improve the analytical skills through critical analysis of the poems.

CO3: Will be able to write for social media.

CO4: To improve the Translation skills.

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-1
Teaching Hours:20
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
 

An anthology of contemporary Hindi poems

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-2
Teaching Hours:5
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
 

Four cultural art forms from different parts of India

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Unit-3
Teaching Hours:5
Translation practice- English to Hindi
 

Translation of passages in English to Hindi

Text Books And Reference Books:

Samakaleen Kavita Sanchay’ (Collection of Poems)                                                                         

Edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond           

Essential Reading / Recommended Reading

1. A Hand Book of Translation Studies                      By: Das Bijay Kumar.

2. SaralSubodh Hindi Vyakaran,                                 By: MotilalChaturvedi. Vinod

3. AnuvadEvam Sanchar –                                          Dr.PooranchandTandon, Rajpal and Son’s

4. AnuvadVignan                                                         By:Bholanath Tiwari

5. Anuvad Kala                                                            By: N.E VishwanathIyer

 

 

Evaluation Pattern

Mid-Semester Examination

3 Sem – BCom/BBA

Course Code-HIN282-3

Paper I – Hindi

Max. Time: 2 Hrs                                                                                          Max. Marks: 50

Section

Subject Title

Types of Questions

Choice

Marks

A

Poetry

Essay types question

 

3 questions

 

3x10=30

B

 

Social media writing

 Descriptive type

1 question

1x10=10

C

Translation

One passage for translation from English to Hindi

1 question

1 x10= 10

 

End-Semester Examination  

3 Sem – BCom/BBA

Course Code-HIN282-3

Paper I – Hindi

Max. Time: 2Hrs                                                                               Max. Marks : 50

Section

Subject Title

Types of Questions

Choice

Marks

A

Poetry

Essay types question

 

3 questions

 

3x10=30

B

 

Social media wrting

Descriptive type

1 question

1x10=10

C

Translation

One passage for translation from English to Hindi

1 question

1 x10= 10

 

 

KAN282-3 - KANNADA (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Kannada is offered to students of  III Semester B.Com Courses, under AEC for fifty marks. The students of this semester will study  Modern Kannada Poems, selected post modern fictions and non fictions.  The syllabus will help  them to learn and write a different forms  of  business letters.  The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and  various language skills.

 

Learning Outcome

CO1: Expose learners to the post modern writings.

CO2: Able to understand the literary genre

CO3: Able to develop their critical and analytical thinking

CO4: Enable them in creative writings

CO5: Able to make business correspondence in Kannada

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-1
Teaching Hours:10
Post Modern -selected poems
 

1.      Kerege Haara- Folk Poetry

2.      Kalki- Kuvempu 

3.      Nimmodanidduu Nimmantaagade – K S Nissar Ahamad

4.      Nalavattelara Swaatantrya - Siddalingaiah

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-2
Teaching Hours:5
Selected short stories
 

1.      Maleraayana Madadi- Folk Story

2.      Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar

3.       Naavu Chirangeevigalu – Russian Story

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-3
Teaching Hours:10
Selected Prose
 

1.      Namma Preetiya Criket- K. Satyanaarayana

2.      Maastarara Makkalu- Jayanth Kaaikini

3.      Bhaaratada Modala  Mahilaa Shikshaki – Kiran M. Gaajanuru

4.      Yuvabhaarata Vruddha America – Manu Baligaar

 

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Unit-4
Teaching Hours:5
: Language Skills
 

1.      Business Letter Writing

                                                       

Text Books And Reference Books:

1.      Kannada Sanna Kathegala Olavu- Giraddi Govindaraj

2.      Adhunika Kannada Nataka- K. Marulasiddappa

Samagra Kannada Sahitya Charithre

Essential Reading / Recommended Reading

Post Collonial writings in Kannada

ee Shatamaanada Kaavya

Evaluation Pattern

Writtren Test 

Wikipedia article creation

SPA181-3 - SPANISH (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

“Aula International 1” A1/A2 . Is designed to develop listening,

speaking, writing, and reading skills in Spanish as well as cultural competency in the

Hispanic world. This course is intended for students with no prior knowledge of Spanish. 

This method leads easy way to communicate and to carry out tasks in Spanish.

Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to

define the linguistic knowledge with the help of which the learners will implement various

skills such as to understand, to speak, to interact and to write.

 

Learning Outcome

CO1: Student will be able to talk casually about topics of current public and personal events.

CO2: Students in the Spanish program develop in-depth content knowledge about Hispanic cultures.

CO3: Student will be able to understand most speech on familiar topics Student can read and understand written texts in areas of the their special interest.

CO4: Student will able to recognize the value of Spanish language learning and Hispanidad cultures through participation in a variety of activities.

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-1
Teaching Hours:8
Unit 1 ? Recuerdos!
 

o Salutation and expressions

o Learn to introduce ourselves and friends.

o Alphabets

o Profession

o Numbers

Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-2
Teaching Hours:8
Unit 2 ? Nosotros
 
  • Learning to introduce each other
  • identifying genders and number(singular and plural)
  •  Articles(definite and indefinite)
Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-3
Teaching Hours:8
Unit 3 ? Expresar intenciones
 

o Introducing group of verbs in present tense

o Conjugating the verbs

o Usage of prepositions in the phrase

o Using subject personal pronouns with the verbs

o Usage of comparative

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Unit-4
Teaching Hours:7
Unit 4 ? Dónde está
 

o Describing places

o Expressing existence and location

o Speaking about the weather

o Some usage of Hay verbs (there is/ there are)

o Differentiating the verb “to be”

Text Books And Reference Books:

Textbook : ‘Aula Internacional 1’

Essential Reading / Recommended Reading

Recommended Reading:

1. Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape, Busuu, Duolingo.

 

Evaluation Pattern

CIA 1 - 10 Marks 

CIA 2 - 25 Marks 

CIA 3 - 10 Marks 

Attendance : 5 Marks 

End Semester : 50 Marks

BBA201-4 - STATISTICS AND RESEARCH METHODOLOGY (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Business Statistics and Research Methodology helps to make business decisions under uncertainties. Such decisions must be objective and unbiased and based on both quantitative and qualitative data. This necessitates an analysis of data as well as understanding of statistical tools, research methods, methodology. With the business entities keen on making data-driven decisions it is essential for individuals working in this environment to possess research skills to use appropriate research methods (including statistical tools), methodologies and techniques in order to make decisions backed by data. This course primarily focuses on inculcating research culture among students through hands-on learning experience. This course will also equip the students with required skill sets for identification, analysis and interpretation of business problems. 

 Course Objectives: 

●To demonstrate data handling skills and summarize data with clarity.

●To demonstrate the knowledge on the process of organizing the data and conduct statistical tests/treatment.

●To identify the right research tools and techniques for investigating different types of problems and questions;

●To develop a research design and analyse the results to provide suggestions based on research findings.

●To solve real world business problems by evaluating data with appropriate statistical and research techniques.

 

Learning Outcome

CLO1: Demonstrate data handling skills with clarity.

CLO2: Organize a problem/business data and conduct statistical treatment.

CLO3: Evaluate data with appropriate statistical and research techniques.

CLO4: Develop a research design and analyse the results for solving organization problems.

CLO5: Propose suggestions based on the findings from the research.

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-1
Teaching Hours:6
UNIT -I: Introduction to Statistics
 

Level of Knowledge: Conceptual

Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-2
Teaching Hours:10
Unit - II: Data Collection and Measurement Scales
 

Level of Knowledge: Application

Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique.  Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-3
Teaching Hours:6
Unit -III: Sampling Techniques
 

Level of Knowledge: Conceptual & Application

Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-4
Teaching Hours:14
Unit - IV: Measures of Central Tendency & Measures of Dispersion
 

 Level of Knowledge: Application

Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. 

Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-5
Teaching Hours:12
Unit-V: Probability distributions and testing of hypothesis
 

Level of Knowledge: Application

Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis.

 (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Unit-6
Teaching Hours:12
Unit-VI: Correlation, Regression & Time series
 

Level of Knowledge: Application

Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares.

(The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)

 

Text Books And Reference Books:

Essential Reading: 

1.Levin R. I.& Rubin D. S.  Statistics for Management. Delhi: Pearson.

2.Kothari, C. R. Research Methodology Methods & Techniques (2 ed.). New Delhi: Vishwa Prakashan.

 

Essential Reading / Recommended Reading

Recommended Reading:

1.SP Gupta (2017).Statistical Methods, Sultan Chand and Sons

1.SC Gupta (2018). Fundamentals of Statistics, Himalaya Publishing House

Evaluation Pattern

CIA 1-25 marks

CIA 2-25 marks

CIA 3-25 marks

CIA 4-25 marks

Total- 100 marks

BBA202-4 - ENTREPRENEURSHIP DEVELOPMENT (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

From the perspective of a country's economic development, entrepreneurship is a necessary ingredient for stimulating economic growth and employment opportunities. In the developing world, successful small businesses are the primary engines of job creation &amp; income growth. In this direction, this course on entrepreneurship development, educates an individual about the efforts taken by the government broadly to encourage entrepreneurship. From the perspective of development of an individual’s entrepreneurial ability, entrepreneurship education becomes critical as the goal of the course is to help the youth start to think about what dreams or ideas they have and how they can develop and fulfil them. It is also a way to learn how to interact and cooperate with other people, be creative and find tools for how to develop themselves and their ideas. The course aims to motivate an individual to take up an entrepreneurship to attain self-reliance and growth.

 

Course‌ ‌Learning‌ ‌Objectives: 

The objective of this course is to:

      To demonstrate an understanding of the need for entrepreneurship development.

      To identify critical success factors for taking up entrepreneurship

      To evaluate factors influencing the entrepreneurial activities in different contexts.

      To analyze functional strategies required for entrepreneurial success

  • To develop business plans for entrepreneurial opportunities

Learning Outcome

CO1: Demonstrate an understanding of the need entrepreneurship development

CO2: Identify Critical success for taking up entrepreneurship

CO3: Evaluate factors influencing the entrepreneurial activities in different contexts

CO4: Analyze functional strategies required for entrepreneurial success

CO5: Develop business plans for entrepreneurial opportunities

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-1
Teaching Hours:8
Unit I: Introduction to Entrepreneurship 8 Hrs
 

Level of Knowledge: Conceptual; 

Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges &amp; Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological &amp; Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-2
Teaching Hours:8
Unit II: Identification of Opportunities : 8 Hrs
 

Level of Knowledge: Conceptual

 

Opportunity sensing & Idea Generation; The creativity &amp; innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification‌

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-3
Teaching Hours:8
Unit III: Feasibility Analysis for Business Plan 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Business Planning-Financial Planning, Marketing Planning- Production &amp; Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.

 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-4
Teaching Hours:8
Unit IV: Developing an Effective Business Model 8 Hrs
 

Level of Knowledge: Conceptual and Analytical

      

Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; 

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-5
Teaching Hours:10
Unit V: New Venture Creation and Promotion 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck .

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-6
Teaching Hours:10
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
 

Level of Knowledge: Conceptual and Analytical

 

 Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical

Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB).

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Unit-7
Teaching Hours:8
Unit VII: Social Entrepreneurship 8 Hrs
 

‌Level of Knowledge: Conceptual and Analytical

 

Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need &amp; Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises.

Text Books And Reference Books:
  1. Poornima M Charantimath (2020) “Entrepreneurship Development and Small Business Enterprises”, 3rd Edition, Pearson Publication.
  2. Hisrich, Robert D, Manimala, J. Mathew, Peters, Michael P. and Shepard, Dean A, (2015).Entrepreneurship. New Delhi: Tata-McGraw-Hill.
  3. Barringer, Bruce D, Ireland, R Duane, (2017).Entrepreneurship. Noida: Pearson India.
Essential Reading / Recommended Reading
  1. David, H. (2013). Entrepreneurial Development (5ed.), Prentice Hall
  2. Gupta, C.B., &amp; Srinivasan, N.D. (2012) Entrepreneurship Development, New Delhi:Sultan Chand & Sons.
Evaluation Pattern

Submission based paper

CIA 100 

ESE 0

Component

 

Marks

 

Weightage

Total Marks in Final Grade

CIA1

 

25

100%

25

CIA2

 

20

100%

20

CIA3

 

20

100%

20

CIA4

 

 

30

100%

30

Class participation

5

100%

5

TOTAL

100

BBA291-4 - ENTREPRENEURSHIP DEVELOPMENT PROJECT (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:0
Max Marks:100
Credits:1

Course Objectives/Course Description

 

Course Description:  Entrepreneurship is a necessary ingredient for stimulating economic growth and employment opportunities. In the developing world, successful small businesses are the primary engines of job creation, income growth. This course intends to promote in-depth knowledge source for an intending practitioner or entrepreneur in the field of entrepreneurship. This course earnestly attempts to present the various aspects of entrepreneurship and what a prospective business visionary must know before setting out on a modern or business wander.The purpose of undertaking this project is to give the students a hands-on experience in shaping their ideas and documenting it in a structured format. This is also in compliance with partial fulfilment of the BBA programme. It is a time-bound and independent study guided by the faculty member who teaches the subject.

Course Objectives:

       To familiarize the students with respective traits of Entrepreneurship and inculcate the spirit of entrepreneurship in students and make them job creators instead of job seekers

       To recognize a business opportunity that fits the individual student

       To demonstrate the understanding of how to launch the individual's entrepreneurial career

Learning Outcome

CO1: Familiarize the students with respective traits of Entrepreneurship and inculcate the spirit of entrepreneurship in students and make them job creators instead of job seekers

CO2: Ability to recognize a business opportunity that fits the individual student

CO3: Demonstrate the understanding of how to launch the individual's entrepreneurial career

Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-1
Teaching Hours:3
Chapter 1. Introduction
 
  • Introduction to small scale/medium scale (depending on the scale of your business). Introduction to your industry (sector)
  • Entrepreneurs profile 
  • Approximate Investment (Rs.50 Lakhs to 2 crores)
Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-2
Teaching Hours:3
Chapter 2. Executive Summary
 

Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-3
Teaching Hours:3
Chapter 3. Partnership Deed
 

As this project is a team-project (2 in a team), you are required to have a partnership deed.

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-4
Teaching Hours:3
Chapter 4. Market survey
 

Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies

Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-5
Teaching Hours:3
Chapter 5. Marketing
 
  • Target market
  • 4 P’s/ 7 P’s
  • Advertisement copy
  • Michael porter’s 5 force analysis
  • Product Line
  • USP
  • Positioning
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-6
Teaching Hours:3
Chapter 6. Human Resource Plan
 
  • Organization chart
  • How many members or partners
  • Number of employees in each department – total headcount
  • Training procedure and implementation
  • Management structure
  • Qualification of posts
  • Salary, break up and fringe benefits
  • Working hours and conditions
  • Punctuality, leave policy and Maternity benefit
  • Recruitment sources
  • Retirement policy
  • Loan grant policy
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-7
Teaching Hours:3
Chapter 7. Production and Operations
 
  • Floor Plan
  • Machinery used
  • No. of production line (if any)
  • Quality policy (report of ISO, whatever quality certificate)
  • Maintenance Policy
  • Location Analysis
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-8
Teaching Hours:3
Chapter 8. Financial Plan
 
  • Initial investment
  • Sources of funds
  • Depreciation
  • P&L statement and Balance sheet (projected for 3 years)
  • Break even analysis
  • Cash flow statement
  • Payback period/ IRR
  • Risk analysis (optional)
Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-9
Teaching Hours:3
Chapter 9. Execution plan
 

Implementation strategy

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Unit-10
Teaching Hours:3
Chapter 10. Conclusion
 

This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.

 

·       APPENDICES

·       REFERENCES (in APA 6th ed format)

Text Books And Reference Books:

Newspapers

Magazines

Internet

Journals

Company websites

Reports

Essential Reading / Recommended Reading

Newspapers

Magazines

Internet

Journals

Company websites

Reports

Evaluation Pattern

Component of Final Grade

Max Marks per Component

Weightage towards Final Grade

Total Marks per Component in Final Grade

VIVA-VOCE

50

50 %

50

REPORT EVALUATION

50

50 %

50

Total

 

 

100

BFMA201-4 - ADVANCED DATA ANALYTICS USING PYTHON (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: This course will prepare students to learn how to use analytics in real-world challenges for decision-making in real-life problems. One of the most critical aspects of this course is that the student is getting hands-on experience creating analytics models. Python is a high-level, general-purpose programming language; its built-in libraries and functions enhance the skills required to implement various concepts and techniques in better decision-making with the help of data analytics. The course will cover multiple programming concepts and techniques for real-world business, finance, healthcare, and more applications. In addition to theoretical concepts, the course will provide hands-on experience with various libraries and their usage in creating projects and assignments. This course is designed for students interested in understanding advanced data analytics and its applications. Upon completing this course, students will have a strong foundation in data analytics using Python programming and various techniques and be well-equipped to pursue further study or career opportunities in this rapidly growing field.

 

Course Objectives:

·       To identify various techniques for data analytics using Python.

·       To apply various libraries in Python for data processing and analysis.

·       To develop algorithms and programs to serve real-world data analytics problems.

·       To create and utilize functions for efficient data analytics using Python.

Learning Outcome

CO1: Comprehend the fundamental concepts of data analytics and its usage in real-world applications.

CO2: Apply data analytics using various techniques to solve real-world problems.

CO3: Analyze the usage of different analytical techniques for providing efficient solutions.

CO4: Design and implement python-based data analytics solutions to meet specific requirements.

CO5: Develop different python programs using functions, internal and external packages, and libraries.

Unit-1
Teaching Hours:8
Introduction to Analytics using Python
 

Python applications in Analytics, Numeric data type, string data type and string operations, list and list slicing operations, tuple data type and operations and programming with the same. conditional blocks using if, else and elif, simple for loops, for loop using ranges, string, list and dictionaries, while loops, loop manipulation using pass, continue, break and else in Python and programming with the same. Functions and procedures

Unit-1
Teaching Hours:8
Introduction to Analytics using Python
 

Python applications in Analytics, Numeric data type, string data type and string operations, list and list slicing operations, tuple data type and operations and programming with the same. conditional blocks using if, else and elif, simple for loops, for loop using ranges, string, list and dictionaries, while loops, loop manipulation using pass, continue, break and else in Python and programming with the same. Functions and procedures

Unit-2
Teaching Hours:8
Data collection methods
 

Define and use functions and modules, working with recursion, Basic skills for working with lists, work with a list of lists, work with tuples, work with dates and times, Introduction to file I/O, use text files, use CSV files, use binary files, handle a single exception, handle multiple exceptions

Unit-2
Teaching Hours:8
Data collection methods
 

Define and use functions and modules, working with recursion, Basic skills for working with lists, work with a list of lists, work with tuples, work with dates and times, Introduction to file I/O, use text files, use CSV files, use binary files, handle a single exception, handle multiple exceptions

Unit-3
Teaching Hours:8
Data manipulation methods
 

Conditional execution, Boolean expressions, simple if statement, if/else, compound Boolean expressions, nested conditions, decision statements, conditional expressions Iterations, while statement, definite vs indefinite loops, nested loops, abnormal loop termination

Unit-3
Teaching Hours:8
Data manipulation methods
 

Conditional execution, Boolean expressions, simple if statement, if/else, compound Boolean expressions, nested conditions, decision statements, conditional expressions Iterations, while statement, definite vs indefinite loops, nested loops, abnormal loop termination

Unit-4
Teaching Hours:8
GUI Programming in Python
 

Introduction to GUI programming, Tkinter, PyGUI, PySimpleGUI, PyForms, Working with widgets: Button, labels, text boxes, Checkbutton, etc. Designing a GUI for handling data and showcasing analytical outputs and results.

Unit-4
Teaching Hours:8
GUI Programming in Python
 

Introduction to GUI programming, Tkinter, PyGUI, PySimpleGUI, PyForms, Working with widgets: Button, labels, text boxes, Checkbutton, etc. Designing a GUI for handling data and showcasing analytical outputs and results.

Unit-5
Teaching Hours:8
Python Packages/Libraries
 

NumPy: Arrays and Vectorized Computation, Data Manipulation with pandas Data Visualization with matplotlib, Machine Learning with scikit-learn

Unit-5
Teaching Hours:8
Python Packages/Libraries
 

NumPy: Arrays and Vectorized Computation, Data Manipulation with pandas Data Visualization with matplotlib, Machine Learning with scikit-learn

Unit-6
Teaching Hours:10
Python and Data Analytics
 

Supervised Learning Techniques and Types, Unsupervised Learning Techniques and types, Model Selection and Evaluation

Unit-6
Teaching Hours:10
Python and Data Analytics
 

Supervised Learning Techniques and Types, Unsupervised Learning Techniques and types, Model Selection and Evaluation

Unit-7
Teaching Hours:10
Python Application in Business Analytics
 

Python for Text Analytics, Handling Qualitative Data, Python for Spatial Analytical, Web Scraping Data & its application in Business with Use Case / Case Study.

Unit-7
Teaching Hours:10
Python Application in Business Analytics
 

Python for Text Analytics, Handling Qualitative Data, Python for Spatial Analytical, Web Scraping Data & its application in Business with Use Case / Case Study.

Text Books And Reference Books:

Core Text:

1.                   Mark Lutz (2010), Programming Python, 4th Edition, O'Reilly

2.                  Richard L. Halterman (2011), Learning to Program with Python.

Essential Reading / Recommended Reading

Reference Books:

1.  David Beazley and Brian K. Jones (2013), Python Cookbook

2. Martin C. Brown (2018). Python The Complete Reference, 4th Edition, Tata McGraw-Hill Education India

3. Reema Thareja (2019), Python Programming: Using Problem-Solving Approach, OUP, India

Evaluation Pattern

 

Component of Assessment

Description of the Assessment

Units covered

Maximum Marks

Weightage

Total Marks

CIA I

Quiz: Conceptual Understanding of Fundamentals of Python

Unit 1, 2

25

100 %

25

CIA II

Software Proficiency Test

Unit 3, 4

25

100%

25

CIA III

Lab Examination

Unit 5, 6

25

100%

25

CIA IV

Project Presentation

Unit 7

20

100%

20

Attendance

Class Attendance

 

5

100%

5

Total

 

100

BFMA202-4 - CORPORATE ACCOUNTING (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: This course will prepare students to learn a branch of Financial Accounting that studies the accounting process of those operations that present specific unique features according to the legal status of the figure engaging in the business activity in question Accounting is the process of giving people information about the finance of an organization and is often referred to as the language of business because the information provided is generally in a consistent format and is based on generally accepted principals. Accounting is the collection, measurement and communication of economic information that is used for planning, reporting and decision-making.

Course Objectives : The course aims to help learners to acquire conceptual knowledge of corporate accounting systems and to learn the techniques of preparing the financial statements of companies.

Learning Outcome

CO1: Analyze the Issue of shares and debentures procedure.

CO2: Describe the Procedure of underwriting of shares.

CO3: Analyze the profit prior to incorporation

CO4: Interpret the valuation of intangible assets.

CO5: Analyze the corporate banking system

CO6: Prepare Corporate liquidation statements.

CO7: Understand the Recent accounting practices.

Unit-1
Teaching Hours:10
Issue of shares and Debentures
 

Shares – Types of shares – Issue of shares – At par, Premium and Discount – Calls in arear – Calls in Advance - Pro-rata Allotment – Forfeiture of shares – Debentures – Issue of Debentures. 

Unit-1
Teaching Hours:10
Issue of shares and Debentures
 

Shares – Types of shares – Issue of shares – At par, Premium and Discount – Calls in arear – Calls in Advance - Pro-rata Allotment – Forfeiture of shares – Debentures – Issue of Debentures. 

Unit-2
Teaching Hours:10
Underwriting of Shares
 

Underwriting of shares and debentures – Types of underwriting – Marked and Unmarked Applications – Individual Underwriting – Firm Underwriting. Treatment of Marked application as firm underwriting (Excluding Journal entries) 

Unit-2
Teaching Hours:10
Underwriting of Shares
 

Underwriting of shares and debentures – Types of underwriting – Marked and Unmarked Applications – Individual Underwriting – Firm Underwriting. Treatment of Marked application as firm underwriting (Excluding Journal entries) 

Unit-3
Teaching Hours:10
Profit Prior to Incorporation
 

Meaning – Sales Ratio – Time Ratio – Weighted Ratio – Treatment of Capital and Revenue Expenditure – Ascertainment of pre-incorporation and post-incorporation profit by preparing Income Statement and Balance Sheet.

Unit-3
Teaching Hours:10
Profit Prior to Incorporation
 

Meaning – Sales Ratio – Time Ratio – Weighted Ratio – Treatment of Capital and Revenue Expenditure – Ascertainment of pre-incorporation and post-incorporation profit by preparing Income Statement and Balance Sheet.

Unit-4
Teaching Hours:10
Valuation of Goodwill.
 

Meaning – Circumstances of Valuation of Goodwill – Factors influencing the value of Goodwill – Methods of Valuation of Goodwill: Average Profit Method, Super Profit Method, Capitalization of average Profit Method, Capitalization of Super Profit Method, and Annuity Method - Problems.

Unit-4
Teaching Hours:10
Valuation of Goodwill.
 

Meaning – Circumstances of Valuation of Goodwill – Factors influencing the value of Goodwill – Methods of Valuation of Goodwill: Average Profit Method, Super Profit Method, Capitalization of average Profit Method, Capitalization of Super Profit Method, and Annuity Method - Problems.

Unit-5
Teaching Hours:8
Corporate Bank Accounts
 

Corporate Bank Accounts: Rebate on Bills Discount – Interest on Doubtful Debts – Preparation of Profit and Loss Accounts and Balance Sheet with Relevant Schedule (New Method) – Non – Performing Assets (NPA).

Unit-5
Teaching Hours:8
Corporate Bank Accounts
 

Corporate Bank Accounts: Rebate on Bills Discount – Interest on Doubtful Debts – Preparation of Profit and Loss Accounts and Balance Sheet with Relevant Schedule (New Method) – Non – Performing Assets (NPA).

Unit-6
Teaching Hours:8
Liquidation of Companies.
 

Liquidation – Statement of Affairs and Deficiency Accounting – Liquidator’s Final Statement of Receipts and Payments.

Unit-6
Teaching Hours:8
Liquidation of Companies.
 

Liquidation – Statement of Affairs and Deficiency Accounting – Liquidator’s Final Statement of Receipts and Payments.

Unit-7
Teaching Hours:6
Human resource Accounting
 

Human Resource Accounting – Accounting Standards – Financial Reporting Practices – Accounting for Price Level changes.

Unit-7
Teaching Hours:6
Human resource Accounting
 

Human Resource Accounting – Accounting Standards – Financial Reporting Practices – Accounting for Price Level changes.

Text Books And Reference Books:

·       Bergeron, B. (2003). Essentials of XBRL: Financial Reporting in the 21st Century. (1stEd.). New Jersey: John Wiley & Sons.

● Dam, B. B., & Gautam, H. C. (2019). Corporate Accounting. Guwahati: Gayatri Publications.

● Goyal, B. K. (2021). Corporate Accounting. (7th Ed.). New Delhi: Taxmann Publication.

● Goyal, V. K., & Goyal, R. (2012). Corporate Accounting. (3rd Ed.). New Delhi: PHI Learning.

Jain, S. P., & Narang, K. L. (2015). Corporate Accounting. New Delhi: Kalyani Publishers.

● Kumar, A. (2021). Corporate Accounting. (7th Ed.). New Delhi: Singhal Publications.

● Maheshwari, S. N., Maheshwari, S. K.,& Maheshwari, S. K. (2018). Corporate Accounting. (6th Ed.). New Delhi: Vikas Publishing House.

● Monga, J. R,& Bahadur, R. (2022). Fundamentals of Corporate Accounting. (27th Ed.). New Delhi: Scholar Tech Press.

● Mukherjee, A., & Hanif, M. (2017). Corporate Accounting. (2nd Ed.). New Delhi: Tata McGraw Hill Education.

 

Essential Reading / Recommended Reading

 

● Sah, R.K. (2019). Concept Building Approach to Corporate Accounting. (2nd Ed.). Cengage.

● Sehgal, A. (2012). Fundamentals of Corporate Accounting.(3rdEd.). New Delhi:Taxmann Publication.

● Shukla, M. C., Grewal, T. S., & Gupta, S. C. (2016). Advanced Accounts. Vol.-II. (19th Ed.). New Delhi: S. Chand Publishing.

● Tulsian, P. C., & Tulsian, B. (2008). Corporate Accounting. (Rev. Ed.). New Delhi: S.Chand Publishing. 

Evaluation Pattern

Component of Final Grade

Max Marks per Component

Weightage towards Final Grade

Total Marks per Component in Final Grade

CIA-I A

10

10 %

10

CIA-I B

10

10 %

10

MSE

50

25 %

25

CIA-III

30

30%

30

End – Term

50

25 %

25

Total

 

 

100

BFMA261-4 - ANALYTICS FOR FINANCE (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course is mainly focusing on the understanding of principles and techniques of Python language for business applications. The course involves an introduction to the fundamentals of Python and solving case studies related to “Financial Analytics”.

1.     To explain the basics of Python used for analytics

2.     To learn how to deal with the big data used for Financial Analytics

3.     To learn the usage of various tools for deep learning for financial analytics

To learn the usage of various tools for Financial Analytics

Learning Outcome

CO1: To understand the importance of financial analytics for forward looking and systematic allocation of Finance resources.

CO2: To Analyse data and develop insight from its address strategic Financial challenges

CO3: To learn model building process used for solving Financial problems

CO4: To choose various analytical techniques for improving Financial decisions

CO5: To know how the use Financial analytics to use predictive modelling for organizations

Unit-1
Teaching Hours:4
Introduction to Financial Analytics:
 

Definition, relevance and scope financial Analytics, recent trends in financial analytics

Unit-1
Teaching Hours:4
Introduction to Financial Analytics:
 

Definition, relevance and scope financial Analytics, recent trends in financial analytics

Unit-2
Teaching Hours:8
Analysing Financial Performance
 

Introduction to Financial Performance Analysis, Measurement of the performance of companies,

Key Metrics for measuring performance of companies, Preparing Performance Metrics of 3 Companies (Operating Metrics & Financing Metrics) Calculation of averages of all metrics across companies,

 Three-Statement Model, Discounted Cash Flow (DCF) Model Merger Model (M&A), Leveraged Buyout (LBO) Model

Unit-2
Teaching Hours:8
Analysing Financial Performance
 

Introduction to Financial Performance Analysis, Measurement of the performance of companies,

Key Metrics for measuring performance of companies, Preparing Performance Metrics of 3 Companies (Operating Metrics & Financing Metrics) Calculation of averages of all metrics across companies,

 Three-Statement Model, Discounted Cash Flow (DCF) Model Merger Model (M&A), Leveraged Buyout (LBO) Model

Unit-3
Teaching Hours:10
Asset Portfolio Models & Modelling Volatility and Risk
 

Basics of portfolio construction, Portfolio hedging, Markowitz Theorem, Capital Asset Pricing Model, Diversification and Portfolio Optimization, Characteristics of volatility. Application of Value at Risk (VaR)

Unit-3
Teaching Hours:10
Asset Portfolio Models & Modelling Volatility and Risk
 

Basics of portfolio construction, Portfolio hedging, Markowitz Theorem, Capital Asset Pricing Model, Diversification and Portfolio Optimization, Characteristics of volatility. Application of Value at Risk (VaR)

Unit-4
Teaching Hours:8
High-Frequency Data Analysis & Modelling Credit Risk
 

Non synchronous Trading, Bid–Ask Spread of trading Prices, Empirical Characteristics of Trading Data, Models for Price Changes, Duration Models, Corporate Liabilities as contingent claims, Endogenous default boundaries and optional Capital Structure, Intensity Modelling, Rating based term-structure models

Unit-4
Teaching Hours:8
High-Frequency Data Analysis & Modelling Credit Risk
 

Non synchronous Trading, Bid–Ask Spread of trading Prices, Empirical Characteristics of Trading Data, Models for Price Changes, Duration Models, Corporate Liabilities as contingent claims, Endogenous default boundaries and optional Capital Structure, Intensity Modelling, Rating based term-structure models

Text Books And Reference Books:

1-    Financial Analytics by Pitabas Mohanty, Willy Publication

2-    Financial Modeling Handbook - The Step-by-Step Guide to Building your First Financial Model & Value Companies from Scratch | For Investment Banking, Private Equity, VC | Zebra Learn Books

3-    Yves Hilpisch (2018), “Python for Finance” O’Reilly (2nd Edition) Ruppert and Matteson] David Ruppert and David S. Matteson. 2014.

Statistics and Data Analysis for Financial Engineering, Second Edition, Springer

Essential Reading / Recommended Reading

1-    Venkatesh, R., Farris, P., and Wilcox R. (2014), Cutting –Edge Marketing Analytics

2-    Ruey S. Tsay (2012), “An Introduction to Analysis of Financial Data with R”, Wiley, ISBN: 978-0-470-89081-3

3-    Any other information: Software Requirements:  SPSS, MS Excel, R, Python, SAS Enterprise Guide.

Evaluation Pattern

CIA 1 - 25 MARKS - 25%

CIA II - 25 MARKS - 25%

TOTAL - 50

FRE181-4 - FRENCH (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

 Course Objectives

·       To develop basic and communication skills sharpen oral and written skills.

·       To enhance knowledge on French culture.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

Learning Outcome

CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills.

CO2: Basic knowledge of french civilization.

CO3: Enrichment of vocabulary.

CO4: Enhanced ability to engage in conversations and discussions in French with ease.

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-1
Teaching Hours:6
5
 

Étape 5

See you at the college

          See you at the college.

          Talking about life in college

          Talk about our timetable

          Vocabularies of college, months, seasons, timing etc.

          Le verbe aller

          Pourquoi/parce que

          Les questions avec et quand

          Il y a

 

Imagine a dream college

6 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-2
Teaching Hours:8
Unit 6
 

Étape 6

Fashion and us

          Talking about fashion

          Talking about what we buy

          Describe our style

          Vocabularies of dress, accessories, numbers, purchase, style, appreciation etc.

          Les adjectifs démonstratifs

          Le verbe pouvoir

          Les articles indéfinis et définis

          La question avec quel(le)(s)

Design your college dress or accessories.

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-3
Teaching Hours:8
Unit 7
 

Étape 7

At our home

 

          Describe our home

          Organising our room

          Talk about our daily activities

          Vocabularies of house, organisation, daily life etc.

          Le verbe venir

          Les préposition de lieu

          L’impératif pour donner des conseils

          Chez+pronotonique

          Les verbes pronominaux

Imagine a real home

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Unit-4
Teaching Hours:8
Unit 8
 

Étape 8

 

 

          Talking about dream destinations

          Making holiday plans

          Telling the story of a trip

          Vocabularies of countries, islands, capitals, continents, places, cacations, climate, etc.

          Le verbe partir

          Le futur proche

          Les prépositions devant les noms de pays, d’îles et de villes

Planning a class trip

8 hours

Text Books And Reference Books:

 

Textbook : Adomania 1 Methode de Français A1

Le Robert et Nathan, Conjugaison, English Edition

Essential Reading / Recommended Reading

French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

      I.         Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

·       Section A - Test of linguistic ability through grammar components – 10 marks

·       Section B - Test of translating abilities and comprehension, short answers - 20 marks

·       Section C - Test of writing skills / Originality in letter writing, dialogue and essay  – 20 marks

CIA -1 10 marks

CIA- 2  50 marks

CIA –3  10 marks

ESE   50 marks.

 

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

 

GER181-4 - GERMAN (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.

 

Course Objectives:

  • ·       To achieve language proficiency skills on the medium level

 

·       To develop the skills demonstrated in the ability to interpret simple texts

 

·       To attain some transcultural competency: an awareness of cross-cultural differences between societies.

 

  • ·       To develop the ability to formulate questions

 

 

Learning Outcome

CO1: Understand and perform tasks in varied areas of social life with the help of the acquisition of communicative, linguistic and cultural know-how

CO2: Judge and do tasks in varied areas of day-to-day life activities

CO3: Formulate phrases related to personal details and particular concrete situations.

CO4: Recall the basic phrases and use them effectively

CO5: Interact and speak in small social gatherings.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-1
Teaching Hours:8
Alltag und Familie
 

die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und  wollen.

Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-2
Teaching Hours:8
Zeit mit Freunden
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,Entrepreneurship,Employability,
3.Integration of Cross Cutting Issues:None,
 
eine Einladung verstehen und schreiben,etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen,bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
 
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-3
Teaching Hours:7
Arbeitsalltag
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 
einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Unit-4
Teaching Hours:7
Fit und gesund
 
Syllabus Unit Mapping
1.Development Needs:Regional,National,Global,Local,
2.Skill Focused:Skill Development,
3.Integration of Cross Cutting Issues:None,
 
 

Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente |

                      Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen, 

                      Perfekt mit haben und sein
Text Books And Reference Books:

Netzwerk neu Deutsch als Fremdsprache A1 Textbook, Workbook, Glossar and 2 CDs by Stefanie Dengler, Paul Rusch, Helen Schmitz, Tanja Sieber, Klett -Langenscheidt Publishers

 

Essential Reading / Recommended Reading

1.     Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen Publishers

 

2.     Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber Publishers

 

3.     Deutsch für den Beruf text book by Adelheid h, Max Hueber Publishers

 

4.     Deutsch für den Beruf work book by Adelheid h, Max Hueber Publishers

 

5.     Grammatik Intensiv Trainer A1 Deutsch – Langenscheidt by Mark Lester, Larry Beason, Langenscheid Publishers

 

6.     Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber Publishers

 

7.     Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, Eli Publishers

 

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Creative Projects

10%

 

CIA 2 –Mid Semester Exam

25%

 

CIA 3 – Viva / Group assignment

10%

 

Attendance

05%

 

End Semester Exam

 

50%

Total

50%

50%

 

HIN282-4 - HINDI (ADVANCED) (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The text book "Samakaleen Katha Sanchay" is a story collection edited by Dr. Sebastian K A & Dr. Deepak Kumar Gond, published by Vani Prakashan. New Delhi. In this semester, film studies is been offered. Modules on India's leading industrialists and advertisement creation also are included in the syllabus

Learning Outcome

CO1: Improve the writing skill in literary Hindi

CO2: Improve the analytical skills through critical analysis of the short stories.

CO3: Understand the thematic and technical aspects of Hindi movies through the visual text.

CO4: Able to contribute to the field of advertisement making.

CO5: Able to draw inspiration from leading industrialists

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-1
Teaching Hours:15
Samakaleen Katha Sanchay
 

Anthology of contemporary Hindi short stories

Unit-1
Teaching Hours:15
ESSENTIAL READING
 

SAMKALEEN KATHA SANCHAY -Story collection 

Unit-1
Teaching Hours:15
Stories
 

Stories

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-2
Teaching Hours:5
FILM APPRECIATION
 

12 th fail

Lunch box

English vinglish 

Dangal

Queen

Unit-2
Teaching Hours:5
Film appreciation
 

film appreciation

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-3
Teaching Hours:3
Advertisement
 

Advertisement 

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Unit-4
Teaching Hours:2
INDIAS LEADING INDUSTRIALIST
 

India's Leading industrialist

Text Books And Reference Books:

"Samakaleen Katha Sanchay" is a story collection edited by Dr. Sebastian K A & Dr. Deepak Kumar Gond, published by Vani Prakashan.

Essential Reading / Recommended Reading

1 Vanijya Hindi – By A V Narti 2 Creative writing – By : John Singleton 3 Adhunik Hindi Nibandh – By: Bhuvaneshwarichandran Saksena 4 Cambridge introduction to – By: Morley, Davi

Evaluation Pattern

CIA I

CIA II

CIA III

ESE

Attendance

20

50

20

50

5

SPA181-4 - SPANISH (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description: “Aula International 1” A1/A2 . Is designed to develop listening, speaking,

writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This

course is intended for students with no prior knowledge of Spanish .This method leads easy way

to communicate and to carry out tasks in Spanish.

Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define

the linguistic knowledge with the help of which the learners will implement various skills such

as to understand, to speak, to interact and to write.

Learning Outcome

CO1: Student will able to comprehend and respond with grammatical accuracy to spoken and written Spanish.

CO2: Student will able to recognize the value of Spanish language learning and cultures through participation in a variety of activities.

CO3: Student will able to demonstrate language learning skills and strategies as cognitive and social development.

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-1
Teaching Hours:5
Unit 7 Dirección
 

o Asking and specifying direction

o Describing about appearance and characters

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-2
Teaching Hours:5
Unit 8 Gustar
 

Expressing an obligation or refusing

o Mentioning about one’s tastes and interests

o Speaking about personal relationships

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-3
Teaching Hours:5
Unit 9 Descripciones
 

o The days of the week the parts of the day

o Speaking about daily activities

o The reflexive verbs

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-4
Teaching Hours:5
● Unit 10 pueblos y ciudades
 

o Describing the towns, neighborhoods, and cities

o Asking and giving information to get to a place

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-5
Teaching Hours:5
Unit 11 habla de tu amigo
 

o Describing and comparing each other

o Expressing agreement and disagreement

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Unit-6
Teaching Hours:5
Unit 12 describiendo una vez plan en presente
 

o Talk about the present and plans

o Travel and past tense

Text Books And Reference Books:

“Aula International 1” A1/A2 . Is designed to develop listening, speaking,

writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This

course is intended for students with no prior knowledge of Spanish .This method leads easy way

to communicate and to carry out tasks in Spanish.

Essential Reading / Recommended Reading

Spanish websites like Duolingo, Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape,

Busuu, Etc

Evaluation Pattern

Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

● Section A - Test of linguistic ability through grammar components –15 marks

● Section B - Test of translating abilities and comprehension, short answers - 15 marks

● Section C - Test of writing skills / dialogue and essay writing – 20 marks