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ECO101-1 - MICROECONOMIC ANALYIS I (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course is designed to familiarise the students with the basic principles of microeconomic theory. The course will illustrate how microeconomic concepts can be applied to analyze real-life situations. The course has been conceptualized in order to help students:
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Learning Outcome |
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CO1: Summarize how decisions related to the allocation of scarce resources and trade-offs are made. CO2: Understand the role of demand and supply in allocating economic welfare. CO3: Explain the role of government policies in regulating market outcomes. CO4: Illustrate how consumers optimize the utility given the limited resources. CO5: Analyze the market dynamics of factors of production and the impact of policy regulation on the allocation of such inputs in the market. |
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Unit-1 |
Teaching Hours:8 |
Introduction
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Nature and scope of economics, opportunity cost, scarcity, production possibility frontier, market system, welfare state, Microeconomics Vs Macroeconomics, Ten principles of economics. | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Nature and scope of economics, opportunity cost, scarcity, production possibility frontier, market system, welfare state, Microeconomics Vs Macroeconomics, Ten principles of economics. | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Nature and scope of economics, opportunity cost, scarcity, production possibility frontier, market system, welfare state, Microeconomics Vs Macroeconomics, Ten principles of economics. | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Nature and scope of economics, opportunity cost, scarcity, production possibility frontier, market system, welfare state, Microeconomics Vs Macroeconomics, Ten principles of economics. | |
Unit-1 |
Teaching Hours:8 |
Introduction
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Nature and scope of economics, opportunity cost, scarcity, production possibility frontier, market system, welfare state, Microeconomics Vs Macroeconomics, Ten principles of economics. | |
Unit-2 |
Teaching Hours:15 |
Demand, Supply and Market Equilibrium
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Demand and supply schedules, functions and curves, Law of demand, Exceptions to the law of demand, Law of supply, Exceptions to the law of supply, Market equilibrium, Movement along a demand and supply curve, shifts in demand and supply curves, Types of elasticities and their applications, Relationship between price elasticity and total revenue, Backward bending labour supply curve, Consumer and producer surplus and the efficiency of the markets. | |
Unit-2 |
Teaching Hours:15 |
Demand, Supply and Market Equilibrium
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Demand and supply schedules, functions and curves, Law of demand, Exceptions to the law of demand, Law of supply, Exceptions to the law of supply, Market equilibrium, Movement along a demand and supply curve, shifts in demand and supply curves, Types of elasticities and their applications, Relationship between price elasticity and total revenue, Backward bending labour supply curve, Consumer and producer surplus and the efficiency of the markets. | |
Unit-2 |
Teaching Hours:15 |
Demand, Supply and Market Equilibrium
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Demand and supply schedules, functions and curves, Law of demand, Exceptions to the law of demand, Law of supply, Exceptions to the law of supply, Market equilibrium, Movement along a demand and supply curve, shifts in demand and supply curves, Types of elasticities and their applications, Relationship between price elasticity and total revenue, Backward bending labour supply curve, Consumer and producer surplus and the efficiency of the markets. | |
Unit-2 |
Teaching Hours:15 |
Demand, Supply and Market Equilibrium
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Demand and supply schedules, functions and curves, Law of demand, Exceptions to the law of demand, Law of supply, Exceptions to the law of supply, Market equilibrium, Movement along a demand and supply curve, shifts in demand and supply curves, Types of elasticities and their applications, Relationship between price elasticity and total revenue, Backward bending labour supply curve, Consumer and producer surplus and the efficiency of the markets. | |
Unit-2 |
Teaching Hours:15 |
Demand, Supply and Market Equilibrium
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Demand and supply schedules, functions and curves, Law of demand, Exceptions to the law of demand, Law of supply, Exceptions to the law of supply, Market equilibrium, Movement along a demand and supply curve, shifts in demand and supply curves, Types of elasticities and their applications, Relationship between price elasticity and total revenue, Backward bending labour supply curve, Consumer and producer surplus and the efficiency of the markets. | |
Unit-3 |
Teaching Hours:17 |
Theory of Consumer Behaviour
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Cardinal and Ordinal utility, Law of diminishing marginal utility, Water-diamond paradox, Indifference curves, indifference schedule, marginal rate of substitution, price line, consumer’s equilibrium, and comparative statics, Samuelson’s revealed preference theory, Income and substitution effects (Slutsky’s and Hicks’ equations)
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Unit-3 |
Teaching Hours:17 |
Theory of Consumer Behaviour
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Cardinal and Ordinal utility, Law of diminishing marginal utility, Water-diamond paradox, Indifference curves, indifference schedule, marginal rate of substitution, price line, consumer’s equilibrium, and comparative statics, Samuelson’s revealed preference theory, Income and substitution effects (Slutsky’s and Hicks’ equations)
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Unit-3 |
Teaching Hours:17 |
Theory of Consumer Behaviour
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Cardinal and Ordinal utility, Law of diminishing marginal utility, Water-diamond paradox, Indifference curves, indifference schedule, marginal rate of substitution, price line, consumer’s equilibrium, and comparative statics, Samuelson’s revealed preference theory, Income and substitution effects (Slutsky’s and Hicks’ equations)
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Unit-3 |
Teaching Hours:17 |
Theory of Consumer Behaviour
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Cardinal and Ordinal utility, Law of diminishing marginal utility, Water-diamond paradox, Indifference curves, indifference schedule, marginal rate of substitution, price line, consumer’s equilibrium, and comparative statics, Samuelson’s revealed preference theory, Income and substitution effects (Slutsky’s and Hicks’ equations)
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Unit-3 |
Teaching Hours:17 |
Theory of Consumer Behaviour
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Cardinal and Ordinal utility, Law of diminishing marginal utility, Water-diamond paradox, Indifference curves, indifference schedule, marginal rate of substitution, price line, consumer’s equilibrium, and comparative statics, Samuelson’s revealed preference theory, Income and substitution effects (Slutsky’s and Hicks’ equations)
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Unit-4 |
Teaching Hours:20 |
Theory of Production and Cost
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Production Function-One input model, law of diminishing marginal product, total, marginal, and average products, Two-input model: isoquants and isocost lines, producers’ equilibrium, expansion path, Cost analysis: Types of total and unit costs, and relationships among unit costs in the short run, long run cost analysis: behaviour of long run average and marginal costs, Behaviour of long run average cost, economies and diseconomies of scale, Laws of returns to scale. | |
Unit-4 |
Teaching Hours:20 |
Theory of Production and Cost
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Production Function-One input model, law of diminishing marginal product, total, marginal, and average products, Two-input model: isoquants and isocost lines, producers’ equilibrium, expansion path, Cost analysis: Types of total and unit costs, and relationships among unit costs in the short run, long run cost analysis: behaviour of long run average and marginal costs, Behaviour of long run average cost, economies and diseconomies of scale, Laws of returns to scale. | |
Unit-4 |
Teaching Hours:20 |
Theory of Production and Cost
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Production Function-One input model, law of diminishing marginal product, total, marginal, and average products, Two-input model: isoquants and isocost lines, producers’ equilibrium, expansion path, Cost analysis: Types of total and unit costs, and relationships among unit costs in the short run, long run cost analysis: behaviour of long run average and marginal costs, Behaviour of long run average cost, economies and diseconomies of scale, Laws of returns to scale. | |
Unit-4 |
Teaching Hours:20 |
Theory of Production and Cost
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Production Function-One input model, law of diminishing marginal product, total, marginal, and average products, Two-input model: isoquants and isocost lines, producers’ equilibrium, expansion path, Cost analysis: Types of total and unit costs, and relationships among unit costs in the short run, long run cost analysis: behaviour of long run average and marginal costs, Behaviour of long run average cost, economies and diseconomies of scale, Laws of returns to scale. | |
Unit-4 |
Teaching Hours:20 |
Theory of Production and Cost
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Production Function-One input model, law of diminishing marginal product, total, marginal, and average products, Two-input model: isoquants and isocost lines, producers’ equilibrium, expansion path, Cost analysis: Types of total and unit costs, and relationships among unit costs in the short run, long run cost analysis: behaviour of long run average and marginal costs, Behaviour of long run average cost, economies and diseconomies of scale, Laws of returns to scale. | |
Text Books And Reference Books: Mankiw, G. N., “Principles of Microeconomics”, Cengage Learning India Pvt Ltd.
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1- 20 Marks CIA II - 50 Marks' CIA III - 20 Marks ESE - 100 Marks | |
ECO161-1 - BASIC DATA ANALYSIS WITH EXCEL (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description Microsoft Excel is a tool for the statistical analysis of data. It allows to perform a wide variety of statistical procedures. Main purpose of the course is to provide students with a basic knowledge of managing and analyzing data.
Course Objectives The aim of this course is to provide skills and knowledge which will allow the students to learn basics of MS Excel, perform basic calculations using formulas and functions, professionally format spreadsheets and create data visualizations using charts and graphs, perform advanced data operations using PivotTables. |
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Learning Outcome |
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CO1: Examine spreadsheet concepts like create, open, view, enter and edit data CO2: Learn to use functions and formulas CO3: Create and edit charts and graphics CO4: Understand the application VLOOKUP functions and PivotTables in Economics. |
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Unit-1 |
Teaching Hours:10 |
Getting to Know Excel
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The Ribbon, The Work Surface, Navigation, Creating File, Formatting, Basic mathematics including multiplication and division; Charting: Bar, Line, Pie, Column, Area, Scatter. | |
Unit-1 |
Teaching Hours:10 |
Getting to Know Excel
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The Ribbon, The Work Surface, Navigation, Creating File, Formatting, Basic mathematics including multiplication and division; Charting: Bar, Line, Pie, Column, Area, Scatter. | |
Unit-1 |
Teaching Hours:10 |
Getting to Know Excel
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The Ribbon, The Work Surface, Navigation, Creating File, Formatting, Basic mathematics including multiplication and division; Charting: Bar, Line, Pie, Column, Area, Scatter. | |
Unit-1 |
Teaching Hours:10 |
Getting to Know Excel
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The Ribbon, The Work Surface, Navigation, Creating File, Formatting, Basic mathematics including multiplication and division; Charting: Bar, Line, Pie, Column, Area, Scatter. | |
Unit-1 |
Teaching Hours:10 |
Getting to Know Excel
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The Ribbon, The Work Surface, Navigation, Creating File, Formatting, Basic mathematics including multiplication and division; Charting: Bar, Line, Pie, Column, Area, Scatter. | |
Unit-2 |
Teaching Hours:10 |
Essential Formula Knowledge
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Formula anatomy; Cell referencing theory and practice: absolute and relative; Function anatomy; Math functions: SUM, ROUND, AND SUBTOTAL; Basic statistics: COUNT, COUNTA, AVERAGE, MAX, MIN, MEDIAN AND MODE; Logic Functions: logical IF functions; Text functions: LEFT, RIGHT, MID, FIND AND SEARCH functions; Understanding dates: TODAY, YEAR, MONTH, DAY, and DATE functions; Understanding TIME. | |
Unit-2 |
Teaching Hours:10 |
Essential Formula Knowledge
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Formula anatomy; Cell referencing theory and practice: absolute and relative; Function anatomy; Math functions: SUM, ROUND, AND SUBTOTAL; Basic statistics: COUNT, COUNTA, AVERAGE, MAX, MIN, MEDIAN AND MODE; Logic Functions: logical IF functions; Text functions: LEFT, RIGHT, MID, FIND AND SEARCH functions; Understanding dates: TODAY, YEAR, MONTH, DAY, and DATE functions; Understanding TIME. | |
Unit-2 |
Teaching Hours:10 |
Essential Formula Knowledge
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Formula anatomy; Cell referencing theory and practice: absolute and relative; Function anatomy; Math functions: SUM, ROUND, AND SUBTOTAL; Basic statistics: COUNT, COUNTA, AVERAGE, MAX, MIN, MEDIAN AND MODE; Logic Functions: logical IF functions; Text functions: LEFT, RIGHT, MID, FIND AND SEARCH functions; Understanding dates: TODAY, YEAR, MONTH, DAY, and DATE functions; Understanding TIME. | |
Unit-2 |
Teaching Hours:10 |
Essential Formula Knowledge
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Formula anatomy; Cell referencing theory and practice: absolute and relative; Function anatomy; Math functions: SUM, ROUND, AND SUBTOTAL; Basic statistics: COUNT, COUNTA, AVERAGE, MAX, MIN, MEDIAN AND MODE; Logic Functions: logical IF functions; Text functions: LEFT, RIGHT, MID, FIND AND SEARCH functions; Understanding dates: TODAY, YEAR, MONTH, DAY, and DATE functions; Understanding TIME. | |
Unit-2 |
Teaching Hours:10 |
Essential Formula Knowledge
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Formula anatomy; Cell referencing theory and practice: absolute and relative; Function anatomy; Math functions: SUM, ROUND, AND SUBTOTAL; Basic statistics: COUNT, COUNTA, AVERAGE, MAX, MIN, MEDIAN AND MODE; Logic Functions: logical IF functions; Text functions: LEFT, RIGHT, MID, FIND AND SEARCH functions; Understanding dates: TODAY, YEAR, MONTH, DAY, and DATE functions; Understanding TIME. | |
Unit-3 |
Teaching Hours:12 |
Intermediate Formula Knowledge
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Conditional mathematics: SUMIF, COUNTIF, and SUMIFS; VLOOKUP with approximate match; VLOOKUP with exact match; Other Lookup methods: INDEX, MATCH and HLOOKUP as alternatives to the VLOOKUP function. | |
Unit-3 |
Teaching Hours:12 |
Intermediate Formula Knowledge
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Conditional mathematics: SUMIF, COUNTIF, and SUMIFS; VLOOKUP with approximate match; VLOOKUP with exact match; Other Lookup methods: INDEX, MATCH and HLOOKUP as alternatives to the VLOOKUP function. | |
Unit-3 |
Teaching Hours:12 |
Intermediate Formula Knowledge
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Conditional mathematics: SUMIF, COUNTIF, and SUMIFS; VLOOKUP with approximate match; VLOOKUP with exact match; Other Lookup methods: INDEX, MATCH and HLOOKUP as alternatives to the VLOOKUP function. | |
Unit-3 |
Teaching Hours:12 |
Intermediate Formula Knowledge
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Conditional mathematics: SUMIF, COUNTIF, and SUMIFS; VLOOKUP with approximate match; VLOOKUP with exact match; Other Lookup methods: INDEX, MATCH and HLOOKUP as alternatives to the VLOOKUP function. | |
Unit-3 |
Teaching Hours:12 |
Intermediate Formula Knowledge
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Conditional mathematics: SUMIF, COUNTIF, and SUMIFS; VLOOKUP with approximate match; VLOOKUP with exact match; Other Lookup methods: INDEX, MATCH and HLOOKUP as alternatives to the VLOOKUP function. | |
Unit-4 |
Teaching Hours:13 |
Data Analysis
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Creating PivotTables; Formatting PivotTables; Calculated Fields in PivotTables; What-If Analysis. | |
Unit-4 |
Teaching Hours:13 |
Data Analysis
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Creating PivotTables; Formatting PivotTables; Calculated Fields in PivotTables; What-If Analysis. | |
Unit-4 |
Teaching Hours:13 |
Data Analysis
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Creating PivotTables; Formatting PivotTables; Calculated Fields in PivotTables; What-If Analysis. | |
Unit-4 |
Teaching Hours:13 |
Data Analysis
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Creating PivotTables; Formatting PivotTables; Calculated Fields in PivotTables; What-If Analysis. | |
Unit-4 |
Teaching Hours:13 |
Data Analysis
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Creating PivotTables; Formatting PivotTables; Calculated Fields in PivotTables; What-If Analysis. | |
Text Books And Reference Books: Curtis frye (2015), Microsoft Excel 2016: Step by Step, Microsoft Press, Washington
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Essential Reading / Recommended Reading Walkenbach, John (2005), Favourite Excel Tips and Tricks, Wiley India, New Delhi | |
Evaluation Pattern CIA 1 - 20 Marks CIA 2 -10 Marks CIA 3 - 20 Marks | |
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 |
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· 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. |
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Learning Outcome |
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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
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
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
|
|
| |
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
| |
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
| |
PSY101-1 - INTRODUCTION TO PSYCHOLOGY (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This first-semester course introduces undergraduate psychology majors to the scientific study of human nature. The student would be able to understand how psychologists ask questions from several different perspectives. Students will learn about the various scientific methods psychologists use to study behaviour and become acquainted with many of psychology's important findings and theoretical approaches. Further, students will be able to appreciate the shape that contemporary psychology has taken. The aim is to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to appreciating the social, cultural, and psychological influences on theorising in psychology. The course will equip the student with knowledge and scope for careers in psychology and develop an understanding of the professional skills required for such a career. Students will have learned to think critically about psychological evidence through journal clubs and class discussions embedded in the course. |
|
Learning Outcome |
|
CO1: Explain the fundamental concepts, principles, and scientific approaches in psychology. CO2: Evaluate the history of psychology and how it has impacted today's society. CO3: Reflect on the different career paths, roles, challenges, and responsibilities of a
psychologist CO4: Critically analyse psychological research and different psychological issues with
evidence-based reasoning. |
|
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
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|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-1 |
Teaching Hours:15 |
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
|
|
Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
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|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-2 |
Teaching Hours:15 |
CO2. Evaluate the history of psychology and how it has impacted today?s society.
|
|
Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-3 |
Teaching Hours:15 |
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
|
|
Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Unit-4 |
Teaching Hours:15 |
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
|
|
Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3 Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills. | |
Text Books And Reference Books: Feldman, R. S. (2011). Understanding Psychology. Tata McGraw Hill. Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10. 1037/0000165-000 | |
Essential Reading / Recommended Reading Ciccarelli, S.K. & White, J. N. (2012). Psychology (3rd edition). Pearson Education. Dalal, A. K., & Misra, G. (2010). The core and context of Indian psychology. Psychology and developing societies, 22(1), 121-155. Brennan, J.F. (2003). History and systems of psychology (6thEdn.).New Delhi: Pearson Education Inc. Hergenhahn, B.R. & Henley, T. (2013). An Introduction to the History of Psychology. Belmont, CA: Cengage Learning. Hockenbury, D. H. & Hockenbury, S. E. (2011). Discovering Psychology (5th edition). Worth Publishers Showman, A., Cat, L. A., Cook, J., Holloway, N., & Wittman, T. (2013). Five essential skills for every undergraduate researcher. Council on Undergraduate Research Quarterly, 33(3), 16+. https://link.gale.com/a pps/doc/A324399343/ AONE?u=monash&sid =googleScholar&xid= a3697d9b | |
Evaluation Pattern CIA (Continuous Internal Assessment)-Total Marks - 50 CIA-1: Activity-based Individual Assignment- 10 Marks CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks CIA-3: Individual Assignment - 10 Marks Attendance - 5 Marks CIAs + Attendance = 45+5=50 marks ESE (End Semester Examination) Total Marks- 50, 02 HOURS ESE Question paper pattern Section A- (Short Answers) 02 marks x5Qs =10 Marks Section B- (Essay Type) 10 marks x 3Qs = 30 Marks Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks
Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks | |
ECO101-2 - MACROECONOMIC ANALYSIS I (2024 Batch) | |
Total Teaching Hours for Semester:4 |
No of Lecture Hours/Week:60 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course provides an introduction to mainstream approaches to the study of macroeconomics. The course begins by introducing students to the historicity of economics, concepts of various important macroeconomic variables, and its measurement technique. Then the course proceeds with a systematic introduction to the important macroeconomic theories adopting a chronological school-wise pattern. The introductory economics deals with a detailed discussion of classical macroeconomics, which builds the base of understanding macroeconomics. The course ends with basic open economy macroeconomics concepts with the exchange rate determination in an open economy. |
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Learning Outcome |
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CO1: Interpret the mainstream approaches to the study of macroeconomics CO2: Demonstrate the understanding of macroeconomic aggregates and measurement CO3: Explain classical theory to understand how the equilibrium level of output and employment is determined in an economy CO4: Analyse the dynamic interactions between macroeconomic variables and their impact on the economy
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|
Unit-1 |
Teaching Hours:15 |
Macroeconomics and Measurement of Economic Variables
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|
Introduction of macroeconomics - a brief history of economics - Conceptualizing the macroeconomy: past and present -The macro economy as an embedded system. Concepts of National income, Measurement of GDP, Components of GDP, Real versus Nominal GDP, The GDP Deflator, The Consumer Price Index, Calculation of CPI, GDP deflator versus the CPI, Real and Nominal Interest rates; The nature of inflation in India, The limitations of national income statistics, Case studies. | |
Unit-1 |
Teaching Hours:15 |
Macroeconomics and Measurement of Economic Variables
|
|
Introduction of macroeconomics - a brief history of economics - Conceptualizing the macroeconomy: past and present -The macro economy as an embedded system. Concepts of National income, Measurement of GDP, Components of GDP, Real versus Nominal GDP, The GDP Deflator, The Consumer Price Index, Calculation of CPI, GDP deflator versus the CPI, Real and Nominal Interest rates; The nature of inflation in India, The limitations of national income statistics, Case studies. | |
Unit-1 |
Teaching Hours:15 |
Macroeconomics and Measurement of Economic Variables
|
|
Introduction of macroeconomics - a brief history of economics - Conceptualizing the macroeconomy: past and present -The macro economy as an embedded system. Concepts of National income, Measurement of GDP, Components of GDP, Real versus Nominal GDP, The GDP Deflator, The Consumer Price Index, Calculation of CPI, GDP deflator versus the CPI, Real and Nominal Interest rates; The nature of inflation in India, The limitations of national income statistics, Case studies. | |
Unit-1 |
Teaching Hours:15 |
Macroeconomics and Measurement of Economic Variables
|
|
Introduction of macroeconomics - a brief history of economics - Conceptualizing the macroeconomy: past and present -The macro economy as an embedded system. Concepts of National income, Measurement of GDP, Components of GDP, Real versus Nominal GDP, The GDP Deflator, The Consumer Price Index, Calculation of CPI, GDP deflator versus the CPI, Real and Nominal Interest rates; The nature of inflation in India, The limitations of national income statistics, Case studies. | |
Unit-1 |
Teaching Hours:15 |
Macroeconomics and Measurement of Economic Variables
|
|
Introduction of macroeconomics - a brief history of economics - Conceptualizing the macroeconomy: past and present -The macro economy as an embedded system. Concepts of National income, Measurement of GDP, Components of GDP, Real versus Nominal GDP, The GDP Deflator, The Consumer Price Index, Calculation of CPI, GDP deflator versus the CPI, Real and Nominal Interest rates; The nature of inflation in India, The limitations of national income statistics, Case studies. | |
Unit-2 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Output and Employment
|
|
Wage, Employment and Production; Equilibrium Output and Employment, Saving, investment and the market for loanable funds- Keynesian Theory of Output and Employment
| |
Unit-2 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Output and Employment
|
|
Wage, Employment and Production; Equilibrium Output and Employment, Saving, investment and the market for loanable funds- Keynesian Theory of Output and Employment
| |
Unit-2 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Output and Employment
|
|
Wage, Employment and Production; Equilibrium Output and Employment, Saving, investment and the market for loanable funds- Keynesian Theory of Output and Employment
| |
Unit-2 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Output and Employment
|
|
Wage, Employment and Production; Equilibrium Output and Employment, Saving, investment and the market for loanable funds- Keynesian Theory of Output and Employment
| |
Unit-2 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Output and Employment
|
|
Wage, Employment and Production; Equilibrium Output and Employment, Saving, investment and the market for loanable funds- Keynesian Theory of Output and Employment
| |
Unit-3 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Money, Prices, and Interest
|
|
Classical Dichotomy and Monetary Neutrality, Velocity and Quantity equation, Fisher Effect, The Classical Theory of the Interest Rate; The meaning and functions of money, banks and money supply, the money multiplier, Theories of money – exogenous and endogenous, Tools of monetary control, monetary transaction mechanism of RBI- The nature of inflation in India, Understanding inflation – two approaches. | |
Unit-3 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Money, Prices, and Interest
|
|
Classical Dichotomy and Monetary Neutrality, Velocity and Quantity equation, Fisher Effect, The Classical Theory of the Interest Rate; The meaning and functions of money, banks and money supply, the money multiplier, Theories of money – exogenous and endogenous, Tools of monetary control, monetary transaction mechanism of RBI- The nature of inflation in India, Understanding inflation – two approaches. | |
Unit-3 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Money, Prices, and Interest
|
|
Classical Dichotomy and Monetary Neutrality, Velocity and Quantity equation, Fisher Effect, The Classical Theory of the Interest Rate; The meaning and functions of money, banks and money supply, the money multiplier, Theories of money – exogenous and endogenous, Tools of monetary control, monetary transaction mechanism of RBI- The nature of inflation in India, Understanding inflation – two approaches. | |
Unit-3 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Money, Prices, and Interest
|
|
Classical Dichotomy and Monetary Neutrality, Velocity and Quantity equation, Fisher Effect, The Classical Theory of the Interest Rate; The meaning and functions of money, banks and money supply, the money multiplier, Theories of money – exogenous and endogenous, Tools of monetary control, monetary transaction mechanism of RBI- The nature of inflation in India, Understanding inflation – two approaches. | |
Unit-3 |
Teaching Hours:18 |
Classical and Keynesian Macroeconomics: Money, Prices, and Interest
|
|
Classical Dichotomy and Monetary Neutrality, Velocity and Quantity equation, Fisher Effect, The Classical Theory of the Interest Rate; The meaning and functions of money, banks and money supply, the money multiplier, Theories of money – exogenous and endogenous, Tools of monetary control, monetary transaction mechanism of RBI- The nature of inflation in India, Understanding inflation – two approaches. | |
Unit-4 |
Teaching Hours:9 |
Open Economy Macroeconomics: Basic concepts
|
|
International flow of goods and capital, real and nominal exchange rates, the first theory of exchange rate determination: purchasing power parity, Open economy Macro dynamics (India’s case), Money in the open economy (India’s case).
| |
Unit-4 |
Teaching Hours:9 |
Open Economy Macroeconomics: Basic concepts
|
|
International flow of goods and capital, real and nominal exchange rates, the first theory of exchange rate determination: purchasing power parity, Open economy Macro dynamics (India’s case), Money in the open economy (India’s case).
| |
Unit-4 |
Teaching Hours:9 |
Open Economy Macroeconomics: Basic concepts
|
|
International flow of goods and capital, real and nominal exchange rates, the first theory of exchange rate determination: purchasing power parity, Open economy Macro dynamics (India’s case), Money in the open economy (India’s case).
| |
Unit-4 |
Teaching Hours:9 |
Open Economy Macroeconomics: Basic concepts
|
|
International flow of goods and capital, real and nominal exchange rates, the first theory of exchange rate determination: purchasing power parity, Open economy Macro dynamics (India’s case), Money in the open economy (India’s case).
| |
Unit-4 |
Teaching Hours:9 |
Open Economy Macroeconomics: Basic concepts
|
|
International flow of goods and capital, real and nominal exchange rates, the first theory of exchange rate determination: purchasing power parity, Open economy Macro dynamics (India’s case), Money in the open economy (India’s case).
| |
Text Books And Reference Books: Mankiw, N. G. (2015). Macroeconomics (9th ed.). USA: Worth Publishers. Alex M. Thomas (2021). Macroeconomics: An Introduction, Cambridge University Press, Cambridge, United Kingdom
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I -20 Marks CIA II - 50 Marks CIA III - 20 Marks ESE - 100 Marks | |
ECO104-2 - STATISTICAL METHODS FOR ECONOMICS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:04 |
Course Objectives/Course Description |
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This course emphasizes both the theoretical and the practical aspects of statistical analysis, focusing on techniques for estimating statistical models of various kinds. The goal is to help you develop a solid theoretical background in statistics, the ability to implement the techniques and to critique empirical studies in social sciences. |
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Learning Outcome |
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CO1: Understand the measures of central tendency and measure of dispersion CO2: Describe the classical, empirical, and subjective approaches to probability CO3: Calculate and interpret the coefficient of correlation, the coefficient of determination and the standard error of the estimate CO4: Evaluate price changes with the use of index numbers |
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Unit-1 |
Teaching Hours:15 |
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Measures of Central Tendency
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Introduction to Statistics-Meaning and Definition, Functions, Applications and Limitations, Collection of Data-Primary and Secondary Data, Classification and Tabulation of data, Diagrammatic and Graphic Presentation-types of diagrams, Measures of Central Tendency- Mean, Median and Mode-Geometric and Harmonic Means-Partition Values-Quartiles- Deciles- Percentiles. | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Measures of Central Tendency
|
|||||||||||
Introduction to Statistics-Meaning and Definition, Functions, Applications and Limitations, Collection of Data-Primary and Secondary Data, Classification and Tabulation of data, Diagrammatic and Graphic Presentation-types of diagrams, Measures of Central Tendency- Mean, Median and Mode-Geometric and Harmonic Means-Partition Values-Quartiles- Deciles- Percentiles. | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Measures of Central Tendency
|
|||||||||||
Introduction to Statistics-Meaning and Definition, Functions, Applications and Limitations, Collection of Data-Primary and Secondary Data, Classification and Tabulation of data, Diagrammatic and Graphic Presentation-types of diagrams, Measures of Central Tendency- Mean, Median and Mode-Geometric and Harmonic Means-Partition Values-Quartiles- Deciles- Percentiles. | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Measures of Central Tendency
|
|||||||||||
Introduction to Statistics-Meaning and Definition, Functions, Applications and Limitations, Collection of Data-Primary and Secondary Data, Classification and Tabulation of data, Diagrammatic and Graphic Presentation-types of diagrams, Measures of Central Tendency- Mean, Median and Mode-Geometric and Harmonic Means-Partition Values-Quartiles- Deciles- Percentiles. | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Measures of Central Tendency
|
|||||||||||
Introduction to Statistics-Meaning and Definition, Functions, Applications and Limitations, Collection of Data-Primary and Secondary Data, Classification and Tabulation of data, Diagrammatic and Graphic Presentation-types of diagrams, Measures of Central Tendency- Mean, Median and Mode-Geometric and Harmonic Means-Partition Values-Quartiles- Deciles- Percentiles. | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Measures of Central Tendency
|
|||||||||||
Introduction to Statistics-Meaning and Definition, Functions, Applications and Limitations, Collection of Data-Primary and Secondary Data, Classification and Tabulation of data, Diagrammatic and Graphic Presentation-types of diagrams, Measures of Central Tendency- Mean, Median and Mode-Geometric and Harmonic Means-Partition Values-Quartiles- Deciles- Percentiles. | |||||||||||
Unit-2 |
Teaching Hours:10 |
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Measures of Dispersion
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Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Measures of Dispersion
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Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Measures of Dispersion
|
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Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Measures of Dispersion
|
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Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Measures of Dispersion
|
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Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Measures of Dispersion
|
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Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis | |||||||||||
Unit-3 |
Teaching Hours:10 |
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Correlation Analysis
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Meaning - Types of correlation - Methods of correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Correlation Analysis
|
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Meaning - Types of correlation - Methods of correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Correlation Analysis
|
|||||||||||
Meaning - Types of correlation - Methods of correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Correlation Analysis
|
|||||||||||
Meaning - Types of correlation - Methods of correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Correlation Analysis
|
|||||||||||
Meaning - Types of correlation - Methods of correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Correlation Analysis
|
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Meaning - Types of correlation - Methods of correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
Index Numbers
|
|||||||||||
Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index –chain index, construction of index numbers: tests of adequacy, Splicing, Base Shifting and Deflating; Consumer Price Index Number: Methods- aggregate expenditure and family budget methods; limitations of index numbers. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
Index Numbers
|
|||||||||||
Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index –chain index, construction of index numbers: tests of adequacy, Splicing, Base Shifting and Deflating; Consumer Price Index Number: Methods- aggregate expenditure and family budget methods; limitations of index numbers. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
Index Numbers
|
|||||||||||
Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index –chain index, construction of index numbers: tests of adequacy, Splicing, Base Shifting and Deflating; Consumer Price Index Number: Methods- aggregate expenditure and family budget methods; limitations of index numbers. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
Index Numbers
|
|||||||||||
Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index –chain index, construction of index numbers: tests of adequacy, Splicing, Base Shifting and Deflating; Consumer Price Index Number: Methods- aggregate expenditure and family budget methods; limitations of index numbers. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
Index Numbers
|
|||||||||||
Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index –chain index, construction of index numbers: tests of adequacy, Splicing, Base Shifting and Deflating; Consumer Price Index Number: Methods- aggregate expenditure and family budget methods; limitations of index numbers. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
Index Numbers
|
|||||||||||
Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index –chain index, construction of index numbers: tests of adequacy, Splicing, Base Shifting and Deflating; Consumer Price Index Number: Methods- aggregate expenditure and family budget methods; limitations of index numbers. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Probability Distribution
|
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Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Probability Distribution
|
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Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Probability Distribution
|
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Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Probability Distribution
|
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Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution. | |||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||
Probability Distribution
|
|||||||||||
Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Probability Distribution
|
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Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution. | |||||||||||
Text Books And Reference Books: 1. S. P. Gupta, Statistical Methods (2021), Sultan Chand& Sons; 46th, Edition.
2. J.K.Sharma, Business Statistics Problems and Solutions (2014), Vikas Publishing House Ltd. 1st Edition. | |||||||||||
Essential Reading / Recommended Reading
| |||||||||||
Evaluation Pattern
| |||||||||||
ECO481-2 - INTERNSHIP (2024 Batch) | |||||||||||
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
||||||||||
Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Description: This course enables students to apply theoretical knowledge acquired in their first and second-semester courses to practical applications. Hence, the students are expected to complete a short internship during the summer break after the second semester as part of the course curriculum. Having undergone extensive understanding/training in Economic theories, Mathematical Methods, and Statistics, this course enables students to demonstrate an understanding of how to apply theoretical knowledge to practice in different organizations/institutions of their choice. The minimum duration of the internship is stipulated as eight weeks. It is evaluated based on set criteria out of 100 marks and has a maximum of four (4) credits. (This course is one of the requirements for students who exit in the 1st year of B.A. Economics / Honours / Honours with Research programme at CHRIST (Deemed to be University), and is optional for other students.) Course Objectives: The course aims to help students to: 1. apply theoretical knowledge to practical, real-life problems. 2. analyse data/information through a scientific method. 3. apply the acquired skills in practical application(s) and gain industry experience. |
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Learning Outcome |
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CO1: identify socio/economic/managerial/political issues and develop a framework to conduct enquiry. CO2: identify sources of data and tools (Statistical/Mathematical Methods) to analyse the collected data. CO3: utilise the theoretical knowledge acquired to solve socio/economic/ managerial/ political issues and gain industry experience. |
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Unit-1 |
Teaching Hours:0 |
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Methodology adopted for internship
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The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences. As a requirement, the students must submit a letter confirming their internship from the interning organization/institution. After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level. Failing to submit the completion certificate will result in the status of the internship as "Incomplete". | |||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:0 |
||||||||||||||||||||||||||||||||||||||||||
Methodology adopted for internship
|
|||||||||||||||||||||||||||||||||||||||||||
The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences. As a requirement, the students must submit a letter confirming their internship from the interning organization/institution. After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level. Failing to submit the completion certificate will result in the status of the internship as "Incomplete". | |||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:0 |
||||||||||||||||||||||||||||||||||||||||||
Methodology adopted for internship
|
|||||||||||||||||||||||||||||||||||||||||||
The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences. As a requirement, the students must submit a letter confirming their internship from the interning organization/institution. After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level. Failing to submit the completion certificate will result in the status of the internship as "Incomplete". | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: The essential readings will be suggested by the mentor for the purpose of the internship at the interning organisation/institution. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading The additional readings will include the materials suggested by the internship mentor for broad learning of concepts, theories and methodologies to be used in the internship. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
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 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 |
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Teaching Hours:4 |
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
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-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-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-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 | |
PSY201-2 - PERSONALITY AND INDIVIDUAL DIFFERENCES (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course helps students to understand and explore views on personality and individual differences. The course poses an opportunity for students to help understand the various theoretical approaches to the concepts of personality, intelligence and learning. The students will learn the strengths and weaknesses of major theories as well as how to assess and apply these theories. With the support of psychometric tools and lab-based activities, students would be able to identify the various tools to investigate personality and intelligence and be able to better understand themselves and others. |
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Learning Outcome |
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CO1: Describe the theoretical perspectives and psychometric assessments in personality and
how key assumptions in each approach differentially account for individual differences.
CO2: Explain the contribution of behaviourism, cognitivism and social cognitive theory to
the understanding of human learning and how it accounts for observed individual differences. CO3: Explain individual differences using various intelligence theories and tests CO4: Apply basic principles of personality and individual differences to the understanding of
everyday life situations such as interpersonal relations in family, classroom and workplace. |
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Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
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Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-1 |
Teaching Hours:15 |
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
|
|
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
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Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-2 |
Teaching Hours:15 |
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
|
|
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
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Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
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Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
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Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
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Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
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Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-3 |
Teaching Hours:15 |
CO 3: Explain individual differences using various intelligence theories and tests.
|
|
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment. | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
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Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Unit-4 |
Teaching Hours:15 |
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
|
|
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists? | |
Text Books And Reference Books: Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Ce ngage Learning. Feldman.S.R.( 2009).Essentia ls of understanding psychology ( 7th Ed.) Tata Mc Graw Hill Hall, C.S., Lindzey, G. & Camobell, J.B. (2002). Theory of personality(4t h ed.). John Wiley and Sons. | |
Essential Reading / Recommended Reading Funder D. C. (2019). The personality puzzle (Eighth). W. W. Norton & Company. Schultz, D.P. & Schultz, S.E. (2013). Theories of Personality (10 Ed.). Cengage Learning | |
Evaluation Pattern CIA (Continuous Internal Assessment)-Total Marks - 50 CIA-1: Activity-based Individual Assignment- 10 Marks CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks CIA-3: Individual Assignment - 10 Marks Attendance - 5 Marks CIAs + Attendance = 45+5=50 marks ESE (End Semester Examination) Total Marks- 50, 02 HOURS ESE Question paper pattern Section A- (Short Answers) 02 marks x5Qs =10 Marks Section B- (Essay Type) 10 marks x 3Qs = 30 Marks Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks
Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks | |
PSY202-2 - BRAIN AND BEHAVIOUR (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This second-semester course provides an undergraduate psychology major student with a general understanding of the biological mechanisms by which the brain, nervous system, and endocrine system mediate behaviour and mental processes. The students will be able to appreciate the role of the brain and nervous system in human behaviour and mental processes by studying normal brain functions and biological processes, including neurons and neuronal function, basic brain anatomy, and the sensory systems, as well as potential problems caused by abnormal brain functioning and processes. The course will cover a range of selected behaviours and processes that are critically related to the function of the nervous system. A special emphasis will be placed on research findings that have shed light on the intricacies of the brain-behaviour relationship |
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Learning Outcome |
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CO1: Identify the structure and function of the brain and nervous system CO2: Explain the neurochemical and hormonal influences on behaviour CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions
controlling complex behaviours like memory, learning and consciousness. |
|
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
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The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-1 |
Teaching Hours:15 |
CO1: Identify the structure and function of the brain and nervous system
|
|
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system. | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-2 |
Teaching Hours:15 |
CO2: Explain the neurochemical and hormonal influences on behaviour
|
|
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-3 |
Teaching Hours:15 |
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
|
|
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender. | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Unit-4 |
Teaching Hours:15 |
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
|
|
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness | |
Text Books And Reference Books: Carlson, N. R. (2005). Foundations of physiological psychology. Pearson Education. Pinel, J. P. (2009). Biopsychology. Pearson education. Kalat, J. W. (2015). Biological psychology. Cengage Learning. | |
Essential Reading / Recommended Reading NIL | |
Evaluation Pattern CIA (Continuous Internal Assessment)-Total Marks - 50 CIA-1: Activity-based Individual Assignment- 10 Marks CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks CIA-3: Individual Assignment - 10 Marks Attendance - 5 Marks CIAs + Attendance = 45+5=50 marks ESE (End Semester Examination) Total Marks- 50, 02 HOURS ESE Question paper pattern Section A- (Short Answers) 02 marks x5Qs =10 Marks Section B- (Essay Type) 10 marks x 3Qs = 30 Marks Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks
Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks | |
ECO201-3 - MATHEMATICAL METHODS FOR ECONOMICS (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 gives students a working knowledge of mathematical techniques applied in economics. Topics include functions, metrics, optimization, differentiation and integration. All techniques introduced are illustrated with mainstream applications such as consumer theory production theory and on different market structures. |
|
Learning Outcome |
|
CO1: Demonstrate knowledge of understanding mathematical tools like basic functional forms, matrix algebra techniques, rules of differentiation, rules of integration, constrained optimization etc. for analysing economic theories CO2: Identify the mathematical tools required to address economic problems, solve the numerical problems by applying mathematical methods and interpret the results CO3: Develop both independent learning and group work skills. |
|
Unit-1 |
Teaching Hours:15 |
Introduction and Functions
|
|
Introduction- The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics. Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).
| |
Unit-1 |
Teaching Hours:15 |
Introduction and Functions
|
|
Introduction- The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics. Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).
| |
Unit-1 |
Teaching Hours:15 |
Introduction and Functions
|
|
Introduction- The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics. Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).
| |
Unit-1 |
Teaching Hours:15 |
Introduction and Functions
|
|
Introduction- The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics. Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).
| |
Unit-1 |
Teaching Hours:15 |
Introduction and Functions
|
|
Introduction- The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics. Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).
| |
Unit-2 |
Teaching Hours:10 |
Matrices
|
|
Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule.
| |
Unit-2 |
Teaching Hours:10 |
Matrices
|
|
Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule.
| |
Unit-2 |
Teaching Hours:10 |
Matrices
|
|
Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule.
| |
Unit-2 |
Teaching Hours:10 |
Matrices
|
|
Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule.
| |
Unit-2 |
Teaching Hours:10 |
Matrices
|
|
Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule.
| |
Unit-3 |
Teaching Hours:15 |
Differential Calculus
|
|
Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law.
| |
Unit-3 |
Teaching Hours:15 |
Differential Calculus
|
|
Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law.
| |
Unit-3 |
Teaching Hours:15 |
Differential Calculus
|
|
Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law.
| |
Unit-3 |
Teaching Hours:15 |
Differential Calculus
|
|
Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law.
| |
Unit-3 |
Teaching Hours:15 |
Differential Calculus
|
|
Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law.
| |
Unit-4 |
Teaching Hours:15 |
Optimization
|
|
Concepts of convexity and concavity of function, Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained optimization, Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) - Theory of production: production function, Producer’s equilibrium: output, revenue and profit maximization and cost minimization problems under perfect competition, monopoly.
| |
Unit-4 |
Teaching Hours:15 |
Optimization
|
|
Concepts of convexity and concavity of function, Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained optimization, Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) - Theory of production: production function, Producer’s equilibrium: output, revenue and profit maximization and cost minimization problems under perfect competition, monopoly.
| |
Unit-4 |
Teaching Hours:15 |
Optimization
|
|
Concepts of convexity and concavity of function, Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained optimization, Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) - Theory of production: production function, Producer’s equilibrium: output, revenue and profit maximization and cost minimization problems under perfect competition, monopoly.
| |
Unit-4 |
Teaching Hours:15 |
Optimization
|
|
Concepts of convexity and concavity of function, Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained optimization, Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) - Theory of production: production function, Producer’s equilibrium: output, revenue and profit maximization and cost minimization problems under perfect competition, monopoly.
| |
Unit-4 |
Teaching Hours:15 |
Optimization
|
|
Concepts of convexity and concavity of function, Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained optimization, Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) - Theory of production: production function, Producer’s equilibrium: output, revenue and profit maximization and cost minimization problems under perfect competition, monopoly.
| |
Unit-5 |
Teaching Hours:5 |
Integral Calculus
|
|
Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus | |
Unit-5 |
Teaching Hours:5 |
Integral Calculus
|
|
Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus | |
Unit-5 |
Teaching Hours:5 |
Integral Calculus
|
|
Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus | |
Unit-5 |
Teaching Hours:5 |
Integral Calculus
|
|
Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus | |
Unit-5 |
Teaching Hours:5 |
Integral Calculus
|
|
Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus | |
Text Books And Reference Books: 1. Edward T. Dowling: Schaumn’s Series: Introduction to Mathematical Economics, 3rd Edition 2. R. Veerachamy: "Quantitative Methods for Economists"New Age International Publishers. | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Formative and Summative assessments based on Learner Centric Approach CIA 1: Summative MCQ (15% weightage). CIA 2: Case Study Analysis and Reflection (15% weightage) CIA 3: Problem-solving Approach with real-life data (15% weightage) CIA 4: Written test (25% weightage) Key-Stone project: 30% weightage Detailed assessment pattern with evaluation rubrics is mentioned in the course plan.
| |
ECO261-3 - INTRODUCTION TO DATA ANALYSIS USING R (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
|
This course provides an introduction to the R programming language and its applications in data analysis. Students will learn the fundamentals of R programming, data manipulation, visualization, and basic statistical analysis techniques. |
|
Learning Outcome |
|
CO1: Transform and manipulate data to adapt it for various types of statistical analyses. CO2: Make quality graphs and visualizations using the data. CO3: Create applications that can handle multivariate data. |
|
Unit-1 |
Teaching Hours:15 |
||||||||
An Introduction to R
|
|||||||||
Introduction to R and R Studio, Basic operations and data types in R, Variables, vectors, and matrices in R, Installing and managing packages in R, importing data from various file formats (CSV, Excel, etc.), Data cleaning and handling missing values, Subsetting and indexing data in R, Data aggregation and merging, writing functions in R, applying control structures and functions to solve problems | |||||||||
Unit-1 |
Teaching Hours:15 |
||||||||
An Introduction to R
|
|||||||||
Introduction to R and R Studio, Basic operations and data types in R, Variables, vectors, and matrices in R, Installing and managing packages in R, importing data from various file formats (CSV, Excel, etc.), Data cleaning and handling missing values, Subsetting and indexing data in R, Data aggregation and merging, writing functions in R, applying control structures and functions to solve problems | |||||||||
Unit-1 |
Teaching Hours:15 |
||||||||
An Introduction to R
|
|||||||||
Introduction to R and R Studio, Basic operations and data types in R, Variables, vectors, and matrices in R, Installing and managing packages in R, importing data from various file formats (CSV, Excel, etc.), Data cleaning and handling missing values, Subsetting and indexing data in R, Data aggregation and merging, writing functions in R, applying control structures and functions to solve problems | |||||||||
Unit-1 |
Teaching Hours:15 |
||||||||
An Introduction to R
|
|||||||||
Introduction to R and R Studio, Basic operations and data types in R, Variables, vectors, and matrices in R, Installing and managing packages in R, importing data from various file formats (CSV, Excel, etc.), Data cleaning and handling missing values, Subsetting and indexing data in R, Data aggregation and merging, writing functions in R, applying control structures and functions to solve problems | |||||||||
Unit-1 |
Teaching Hours:15 |
||||||||
An Introduction to R
|
|||||||||
Introduction to R and R Studio, Basic operations and data types in R, Variables, vectors, and matrices in R, Installing and managing packages in R, importing data from various file formats (CSV, Excel, etc.), Data cleaning and handling missing values, Subsetting and indexing data in R, Data aggregation and merging, writing functions in R, applying control structures and functions to solve problems | |||||||||
Unit-2 |
Teaching Hours:20 |
||||||||
Data Visualisation, Exploration, Transformation and Manipulation
|
|||||||||
Introduction to data visualization principles, creating basic plots (scatter plots, bar plots, etc.) in R, Customizing plot aesthetics (labels, colors, etc.), Advanced plotting techniques (multiple plots, facets, etc.) | |||||||||
Unit-2 |
Teaching Hours:20 |
||||||||
Data Visualisation, Exploration, Transformation and Manipulation
|
|||||||||
Introduction to data visualization principles, creating basic plots (scatter plots, bar plots, etc.) in R, Customizing plot aesthetics (labels, colors, etc.), Advanced plotting techniques (multiple plots, facets, etc.) | |||||||||
Unit-2 |
Teaching Hours:20 |
||||||||
Data Visualisation, Exploration, Transformation and Manipulation
|
|||||||||
Introduction to data visualization principles, creating basic plots (scatter plots, bar plots, etc.) in R, Customizing plot aesthetics (labels, colors, etc.), Advanced plotting techniques (multiple plots, facets, etc.) | |||||||||
Unit-2 |
Teaching Hours:20 |
||||||||
Data Visualisation, Exploration, Transformation and Manipulation
|
|||||||||
Introduction to data visualization principles, creating basic plots (scatter plots, bar plots, etc.) in R, Customizing plot aesthetics (labels, colors, etc.), Advanced plotting techniques (multiple plots, facets, etc.) | |||||||||
Unit-2 |
Teaching Hours:20 |
||||||||
Data Visualisation, Exploration, Transformation and Manipulation
|
|||||||||
Introduction to data visualization principles, creating basic plots (scatter plots, bar plots, etc.) in R, Customizing plot aesthetics (labels, colors, etc.), Advanced plotting techniques (multiple plots, facets, etc.) | |||||||||
Unit-3 |
Teaching Hours:10 |
||||||||
Exploratory Data Analysis
|
|||||||||
Descriptive statistics with R, Data summarization and cross-tabulation, Exploring data distributions and outliers, Visualizing distributions and relationships | |||||||||
Unit-3 |
Teaching Hours:10 |
||||||||
Exploratory Data Analysis
|
|||||||||
Descriptive statistics with R, Data summarization and cross-tabulation, Exploring data distributions and outliers, Visualizing distributions and relationships | |||||||||
Unit-3 |
Teaching Hours:10 |
||||||||
Exploratory Data Analysis
|
|||||||||
Descriptive statistics with R, Data summarization and cross-tabulation, Exploring data distributions and outliers, Visualizing distributions and relationships | |||||||||
Unit-3 |
Teaching Hours:10 |
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Exploratory Data Analysis
|
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Descriptive statistics with R, Data summarization and cross-tabulation, Exploring data distributions and outliers, Visualizing distributions and relationships | |||||||||
Unit-3 |
Teaching Hours:10 |
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Exploratory Data Analysis
|
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Descriptive statistics with R, Data summarization and cross-tabulation, Exploring data distributions and outliers, Visualizing distributions and relationships | |||||||||
Text Books And Reference Books:
| |||||||||
Essential Reading / Recommended Reading
| |||||||||
Evaluation Pattern Evaluation Pattern: (CIA Only)
| |||||||||
FRE181-3 - FRENCH (2023 Batch) | |||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
||||||||
Course Objectives/Course Description |
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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 |
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Learning Outcome |
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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. |
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
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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 skillsQuestion 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.
| ||||||||||||||||||||||
GER181-3 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
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Students will be trained in basic HIndi Grammar | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants 05 2. Parts of Speech-Noun, pronoun, verb, adverb, adjective, prepositions, conjunction and interjection.
|
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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 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Conversation practice.
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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
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN281-3 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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 since the medieval period. Cultural art forms of India, ispart of the syllabus. Since translation is a significant area in language and literature, as well as practice of it in the syllabus. Students will be exposed to the Indian culture through poetry. Through translation, students can understand different languages, literature and cultures. Famous cultural art forms of India will help the students to know more about the diverse cultures of India.
Paper I - Poetry, Cultural Art forms |
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Learning Outcome |
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CO1: Improve the writing skill in literary Hindi CO2: Improve the analytical skills through critical analysis of the poems CO3: Will be able to learn the different aspects of Cultural Art forms of India CO4: To improve the Translation skills. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
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Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Translation practice- English to Hindi
|
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Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
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|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
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 Hindi Poems edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela
|
|||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice from English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Kavita Sanchay’ (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
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 – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
| |||||||||||||||||||||||||||||||||||||||||
KAN281-3 - KANNADA (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Kannada is offered to students of III Semester BA/B.Sc. Courses, as a second language for fifty marks. The students of this semester will study a Play belong to modern fictions and non fictions. The syllabus will help them to learn and write essay writings. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills. |
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Learning Outcome |
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CO1: Expose learners to the 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 write essay writings
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Unit-1 |
Teaching Hours:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:15 |
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:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:10 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-3 |
Teaching Hours:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
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:20 |
Selected Prose
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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
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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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
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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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
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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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
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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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
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Unit-3 |
Teaching Hours:20 |
Selected Prose
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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
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Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Unit-4 |
Teaching Hours:5 |
Language Skills
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1. Essay Writing | |
Text Books And Reference Books: 1. 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. 2. Adhunika Kannada Nataka- K. Marulasiddappa 3.Samagra Kannada Sahitya Charithre | |
Essential Reading / Recommended Reading 1. Doni saagali Munde Hogali- Kuvempu 2. Ooru Keeri- Siddalingaiah | |
Evaluation Pattern Writtren Test Wikipedia article creation | |
PSY301-3 - BASIC COGNITIVE PROCESS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Cognitive Processes are the most basic aspects in the attempt to understand the psychology of individuals. This course will help students to understand the structure and functioning of senses; the principles of perception, and how perception helps an individual to understand their world; principles, and theories of memory and attention. Through classroom discussions and research discussions, the student will also be able to apply this knowledge in their daily lives to improve their own functioning, as well as apply it to evaluate various real-world issues such as artificial intelligence, machine learning, design thinking and so on. The experimental psychology laboratory practicum taken alongside the course during the semester will help students understand various psychophysical experiments and connect the theoretical underpinnings of such tests to concepts learned in this course. |
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Learning Outcome |
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CO1: Describe basic concepts, historical trends, scope, debates, and methods in cognitive psychology. CO2: Explain different components of cognition, including sensation, perception, attention, consciousness, memory, and language, and their underlying process and theories. CO3: Evaluate the relevance of higher cognitive processes, including problem-solving, critical thinking, decision-making and creativity, in determining people's behaviour CO4: Apply cognitive psychology principles to explain how people evaluate, make decisions, and act in various situations and contexts |
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Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
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Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-1 |
Teaching Hours:15 |
Foundations of Cognitive Processes
|
|
Introduction to Cognition - Historical Perspectives - Basic Theoretical Frameworks - Sensation vs. Perception - Gestalt Principles; Emergence of Modern Cognition: Information Processing approach - Human Cognition and Artificial Intelligence (AI); Mind, Brain, and Behaviour: Cognitive Science – Computer Metaphor of the Mind – Cognitive Neuroscience | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-2 |
Teaching Hours:16 |
Perception, Memory, Language and Thinking;
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Attention: Selective and Divided Attention - Models of Attention - Perception: Visual, Auditory, and Tactile Perception - Memory: Sensory Memory, Short-term Memory, Long-term Memory - Models of Memory, Language and Thinking: Language Comprehension and Production - Language Development - Psycholinguistics: Syntax, Semantics, Pragmatics – Types of Thinking: Deductive, Inductive, Design-Thinking - Artificial intelligence and machine learning - Application to mental health | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
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Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
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Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
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|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
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Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-3 |
Teaching Hours:14 |
Understanding the Problem
|
|
Methods, Situated Cognition, Embodied Cognition, and Problem Solving; Problem Solving Strategies: The Analogy approach, The Means –Ends Heuristic, The Hill – climbing Heuristic; Factors that Influence Problem Solving: Expertise, Knowledge Base, Memory, Problem-Solving Strategies, Speed and Accuracy, Metacognitive Skills, Mental Set, Functional Fixedness; Creativity: Nature – Motivation and Creativity | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
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Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
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Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making; Deductive Reasoning
|
|
Overview of Conditional Reasoning, Factors That Cause Difficulty in Reasoning, Belief-Bias Effect, Confirmation Bias; Decision Making: Representativeness Heuristic - Availability Heuristic - Anchoring and Adjustment Heuristic; Application of Decision Making: Framing effect – Hindsight Bias - Decision-Making Style and Psychological Well-Being | |
Text Books And Reference Books: 1) E. Bruce Goldstein. (n.d.). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience, 5E (5th ed.). Wadsworth | |
Essential Reading / Recommended Reading 1) Eysenck, Michael W. "Principles of Cognitive Psychology." Routledge. 2) Farmer, T. A., & Matlin, M. W. (2019). Cognition. John Wiley & Sons. 3) Sternberg, Robert J. and Sternberg, Karin. "Cognitive Psychology." Cengage Learning. 4) Annual Review of Psychology. Annual Reviews 5) Davidson, Janet E. and Sternberg, Robert J. "The Psychology of Problem Solving." Cambridge University Press. 6) Kahneman, Daniel. "Thinking, Fast and Slow." Farrar, Straus and Giroux. 7) Kahneman, Daniel, Slovic, Paul, and Tversky, Amos (Eds.). "Judgment under Uncertainty: Heuristics and Biases." Cambridge University Press. | |
Evaluation Pattern CIAs - 45 marks
CIA 1 - 10 marks (Individual Assignments)
CIA 2 (MSE) - 25 marks (mid-semester exam- case study-based questions)
CIA 3 - 10 Marks (Individual Assignments)
Attendance - 5 marks (As per the University Policy)
End Semester Examination - 50 marks
End Semester Pattern- 2 hrs- 50 Marks
Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks Section B (Short answers). 5 Marks X 2Qs= 10 Marks Section C (Essay questions). 10 Marks X 2Qs= 20 Marks Section D (Case study). 10 Marks x 1Q= 10 Marks Total - CIA + Attendance + ESE = 45 + 5 + 50 = 100 Marks
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PSY361-3 - EXPERIMENTAL PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The coursework aims to provide undergraduate psychology students with the knowledge and hands-on practice of experimental psychology. The course imparts training in classic and contemporary experiments from the domains of sensation and perception and other cognitive processes. The course introduces students to traditional psychophysical experiments and contemporary computer-assisted experiments. In the process, they will be provided with an understanding of central concepts, such as ethics, lab protocols and major elements of a psychological experiment, including variables and hypothesis. The course adopts a problem-based learning approach where students will get an opportunity to conduct a computer-assisted experiment to explain a given psychophysical phenomenon. Due attention is given to issues of identifying and selecting experiments, conducting experiment processes in an ethical manner and writing APA-style reports. The course has two components of lecture and laboratory work. The lecture classes will consist of a mixture of lectures and group discussions. Lectures are designed to clarify and deepen understanding of experimental methods and descriptive statistics. The laboratory sections will be a space to practice conducting psychological experiments and to begin learning some basics of data analysis. |
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Learning Outcome |
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CO1: Define basic principles and techniques in experimental psychology. CO2: Analyze experimental data with the knowledge of basic statistical techniques and software packages like SPSS, MS-Excel or JAMOVI. CO3: Conduct and report psychological experiments following ethical protocols and APA guidelines. |
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Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-1 |
Teaching Hours:30 |
Basic statistics and experimental methods
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Experimental methods and designs include variables, hypotheses, testing, ethical issues, principles of experimental design, and analysis of the strengths and weaknesses of experimental methodology in different research contexts. Understand the meaning of descriptive statistical concepts (e.g., population, sample, measures of central tendency, variance, representation using graphs, pie charts and histogram) and statistical inference (e.g., significance, significance level, within- and between-subject comparisons, t-test), and be able to discuss and implement statistical analysis of simple experimental data using Excel or JAMOVI. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Unit-2 |
Teaching Hours:30 |
Experiments and assessments
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Introduction to Psychology Laboratory and Experiments- Introduction to the ethical standards and lab protocols. Two experiments each from the major domains mentioned below in a total of six- eight experiments, of which at least two should be computer-assisted tests a. Sensation and Perception, b. attention, and memory c. Problem-solving, decision-making, creativity, and cognitive errors or biases APA style report writing and formatting for Lab reports- students will be able to discuss their own as well as other students' experimental lab reports from a statistical, methodological, conceptual, and ethical perspective. | |
Text Books And Reference Books: Kaur, H (2012).Experimental Psychology. Phi Learning Private Ltd. Myers, A., & Hansen, C. (2006).Experimental psychology. Thomson Wadsworth. Cohen, R. J. & Swerdlik,M. E. (2013).Psychological Testing and Assessment: An Introduction to Tests and Measurement (Eighth Edition). McGraw-Hill. Gravetter, F.J. &Wallnau, L.B.(2009).Statisti cs for the Behavioral Sciences (9th Ed.). Cengage Learning. | |
Essential Reading / Recommended Reading Experimental psychology with advanced experiments, Vol 1 & 2, Concept Publishing Company. Woodworth, R S; Schlosberg, H (1971).Experimental Psychology, Oxford & IBH Publishing Company, Private Limited. Baron, J. (2000). Thinking and Decision Making.Cambridge University. Martin, D. W. (2008). Doing psychology experiments. Thomson-Wad sworth. | |
Evaluation Pattern CIA 1: Lab Report (25 marks) + Class engagement and Supervisor Feedback (5 marks) - 30 marks CIA 2: Mini Project - 20 marks CIA 3: Department Level Exam- Viva/demonstration, written exam - 50 Marks TOTAL = 30+20+50 = 100 marks | |
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 |
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“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.
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
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Unit-2 |
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Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
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| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
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
|
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
|
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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
|
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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
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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
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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
|
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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
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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
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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 | |
ECO201-4 - MICROECONOMICS ANALYSIS-II (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course is designed to provide a sound training in microeconomic theory to formally analyze the behaviour of individual agents. This course looks at the behaviour of a competitive firm, general equilibrium, imperfect markets and topics under information economics. |
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Learning Outcome |
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CO1: Build a strong foundation in applications of microeconomic theory and to explain the dynamic relationship of microeconomic variables/aspects CO2: Evaluate the pros and cons of different microeconomic relations in real situations CO3: Examine the implication of microeconomic foundations on the macroeconomic policies |
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Unit-1 |
Teaching Hours:20 |
Market Structure
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Characteristics, price and output determination under perfect competition, monopoly, and monopolistic competition in short and long run, Efficiency and Welfare comparison. Oligopoly: non collusive: Sweezy’s kinked demand curve Model-Collusive oligopoly; The Payoff Matrix of a Game, Nash Equilibrium, Mixed Strategies, The Prisoner’s Dilemma. | |
Unit-1 |
Teaching Hours:20 |
Market Structure
|
|
Characteristics, price and output determination under perfect competition, monopoly, and monopolistic competition in short and long run, Efficiency and Welfare comparison. Oligopoly: non collusive: Sweezy’s kinked demand curve Model-Collusive oligopoly; The Payoff Matrix of a Game, Nash Equilibrium, Mixed Strategies, The Prisoner’s Dilemma. | |
Unit-1 |
Teaching Hours:20 |
Market Structure
|
|
Characteristics, price and output determination under perfect competition, monopoly, and monopolistic competition in short and long run, Efficiency and Welfare comparison. Oligopoly: non collusive: Sweezy’s kinked demand curve Model-Collusive oligopoly; The Payoff Matrix of a Game, Nash Equilibrium, Mixed Strategies, The Prisoner’s Dilemma. | |
Unit-1 |
Teaching Hours:20 |
Market Structure
|
|
Characteristics, price and output determination under perfect competition, monopoly, and monopolistic competition in short and long run, Efficiency and Welfare comparison. Oligopoly: non collusive: Sweezy’s kinked demand curve Model-Collusive oligopoly; The Payoff Matrix of a Game, Nash Equilibrium, Mixed Strategies, The Prisoner’s Dilemma. | |
Unit-1 |
Teaching Hours:20 |
Market Structure
|
|
Characteristics, price and output determination under perfect competition, monopoly, and monopolistic competition in short and long run, Efficiency and Welfare comparison. Oligopoly: non collusive: Sweezy’s kinked demand curve Model-Collusive oligopoly; The Payoff Matrix of a Game, Nash Equilibrium, Mixed Strategies, The Prisoner’s Dilemma. | |
Unit-2 |
Teaching Hours:15 |
Factor Pricing
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Factor pricing in perfectly competitive markets - Marginal productivity theory of input pricing, Functional and personal incomes, Factor pricing in imperfectly competitive markets, Monopsony power: unionized and ununionized workers, Bilateral monopoly - Theories of wages, rent, interest and profits.
| |
Unit-2 |
Teaching Hours:15 |
Factor Pricing
|
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Factor pricing in perfectly competitive markets - Marginal productivity theory of input pricing, Functional and personal incomes, Factor pricing in imperfectly competitive markets, Monopsony power: unionized and ununionized workers, Bilateral monopoly - Theories of wages, rent, interest and profits.
| |
Unit-2 |
Teaching Hours:15 |
Factor Pricing
|
|
Factor pricing in perfectly competitive markets - Marginal productivity theory of input pricing, Functional and personal incomes, Factor pricing in imperfectly competitive markets, Monopsony power: unionized and ununionized workers, Bilateral monopoly - Theories of wages, rent, interest and profits.
| |
Unit-2 |
Teaching Hours:15 |
Factor Pricing
|
|
Factor pricing in perfectly competitive markets - Marginal productivity theory of input pricing, Functional and personal incomes, Factor pricing in imperfectly competitive markets, Monopsony power: unionized and ununionized workers, Bilateral monopoly - Theories of wages, rent, interest and profits.
| |
Unit-2 |
Teaching Hours:15 |
Factor Pricing
|
|
Factor pricing in perfectly competitive markets - Marginal productivity theory of input pricing, Functional and personal incomes, Factor pricing in imperfectly competitive markets, Monopsony power: unionized and ununionized workers, Bilateral monopoly - Theories of wages, rent, interest and profits.
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Unit-3 |
Teaching Hours:10 |
Market Failure and Government Intervention
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Why markets fail; Externalities and efficiency, public goods - Asymmetric Information-Price ceiling, floor - Taxes, subsidies, Competition law; Cartels; Predatory pricing.
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Unit-3 |
Teaching Hours:10 |
Market Failure and Government Intervention
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Why markets fail; Externalities and efficiency, public goods - Asymmetric Information-Price ceiling, floor - Taxes, subsidies, Competition law; Cartels; Predatory pricing.
| |
Unit-3 |
Teaching Hours:10 |
Market Failure and Government Intervention
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Why markets fail; Externalities and efficiency, public goods - Asymmetric Information-Price ceiling, floor - Taxes, subsidies, Competition law; Cartels; Predatory pricing.
| |
Unit-3 |
Teaching Hours:10 |
Market Failure and Government Intervention
|
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Why markets fail; Externalities and efficiency, public goods - Asymmetric Information-Price ceiling, floor - Taxes, subsidies, Competition law; Cartels; Predatory pricing.
| |
Unit-3 |
Teaching Hours:10 |
Market Failure and Government Intervention
|
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Why markets fail; Externalities and efficiency, public goods - Asymmetric Information-Price ceiling, floor - Taxes, subsidies, Competition law; Cartels; Predatory pricing.
| |
Unit-4 |
Teaching Hours:15 |
Welfare Economics
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Individual welfare and social welfare - Role of value judgements, Social welfare functions and criteria, Welfare Maximisation, Income distribution and equity, Arrow’s impossibility theorem and Theory of second best.
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Unit-4 |
Teaching Hours:15 |
Welfare Economics
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Individual welfare and social welfare - Role of value judgements, Social welfare functions and criteria, Welfare Maximisation, Income distribution and equity, Arrow’s impossibility theorem and Theory of second best.
| |
Unit-4 |
Teaching Hours:15 |
Welfare Economics
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Individual welfare and social welfare - Role of value judgements, Social welfare functions and criteria, Welfare Maximisation, Income distribution and equity, Arrow’s impossibility theorem and Theory of second best.
| |
Unit-4 |
Teaching Hours:15 |
Welfare Economics
|
|
Individual welfare and social welfare - Role of value judgements, Social welfare functions and criteria, Welfare Maximisation, Income distribution and equity, Arrow’s impossibility theorem and Theory of second best.
| |
Unit-4 |
Teaching Hours:15 |
Welfare Economics
|
|
Individual welfare and social welfare - Role of value judgements, Social welfare functions and criteria, Welfare Maximisation, Income distribution and equity, Arrow’s impossibility theorem and Theory of second best.
| |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I - 20 Marks CIA II - 50 Marks CIA III - 20 Marks ESE - 100 Marks | |
ECO202-4 - MACROECONOMICS ANALYSIS-II (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
In continuation to the Introductory Macroeconomics wherein the students were given a systematic and sequential school-wise introduction to mainstream approaches in Macroeconomics, this course introduces the dynamic relationship that exists between various important macroeconomic variables in the short-run as well as in the long-run. The course begins with an in-depth discussion of the IS-LM framework which forms the foundation of the Keynesian approach. Then it proceeds to the derivation of aggregate demand and supply, followed by discussions on output, unemployment and inflation nexus and the post Keynesian development of macroeconomics
|
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Learning Outcome |
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CO1: Explain the macroeconomic dynamics in the short-run closed economy as well as open economy. CO2: Compare and contrast the theoretical differences between Keynesian and Classical Economics CO3: Analyse the nexus between output, inflation and unemployment in both the short-run and in the long-run CO4: Critically evaluate contemporary macroeconomic policies and its implications |
|
Unit-1 |
Teaching Hours:12 |
The Keynesian System
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The Simple Keynesian Model: Equilibrium Output, the role of Fiscal Policy and Multiplier; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework- The applicability to India. | |
Unit-1 |
Teaching Hours:12 |
The Keynesian System
|
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The Simple Keynesian Model: Equilibrium Output, the role of Fiscal Policy and Multiplier; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework- The applicability to India. | |
Unit-1 |
Teaching Hours:12 |
The Keynesian System
|
|
The Simple Keynesian Model: Equilibrium Output, the role of Fiscal Policy and Multiplier; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework- The applicability to India. | |
Unit-1 |
Teaching Hours:12 |
The Keynesian System
|
|
The Simple Keynesian Model: Equilibrium Output, the role of Fiscal Policy and Multiplier; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework- The applicability to India. | |
Unit-1 |
Teaching Hours:12 |
The Keynesian System
|
|
The Simple Keynesian Model: Equilibrium Output, the role of Fiscal Policy and Multiplier; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework- The applicability to India. | |
Unit-2 |
Teaching Hours:13 |
The ISLM Model
|
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The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM. | |
Unit-2 |
Teaching Hours:13 |
The ISLM Model
|
|
The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM. | |
Unit-2 |
Teaching Hours:13 |
The ISLM Model
|
|
The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM. | |
Unit-2 |
Teaching Hours:13 |
The ISLM Model
|
|
The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM. | |
Unit-2 |
Teaching Hours:13 |
The ISLM Model
|
|
The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM. | |
Unit-3 |
Teaching Hours:15 |
The Aggregate Demand and Aggregate Supply
|
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The derivation of aggregate demand and supply curves; influence of monetary and fiscal policy on AD-AS, The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classicals. | |
Unit-3 |
Teaching Hours:15 |
The Aggregate Demand and Aggregate Supply
|
|
The derivation of aggregate demand and supply curves; influence of monetary and fiscal policy on AD-AS, The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classicals. | |
Unit-3 |
Teaching Hours:15 |
The Aggregate Demand and Aggregate Supply
|
|
The derivation of aggregate demand and supply curves; influence of monetary and fiscal policy on AD-AS, The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classicals. | |
Unit-3 |
Teaching Hours:15 |
The Aggregate Demand and Aggregate Supply
|
|
The derivation of aggregate demand and supply curves; influence of monetary and fiscal policy on AD-AS, The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classicals. | |
Unit-3 |
Teaching Hours:15 |
The Aggregate Demand and Aggregate Supply
|
|
The derivation of aggregate demand and supply curves; influence of monetary and fiscal policy on AD-AS, The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classicals. | |
Unit-4 |
Teaching Hours:12 |
Output, Inflation and Unemployment
|
|
Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelp’s expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view, The nature of inflation and unemployment in India. | |
Unit-4 |
Teaching Hours:12 |
Output, Inflation and Unemployment
|
|
Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelp’s expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view, The nature of inflation and unemployment in India. | |
Unit-4 |
Teaching Hours:12 |
Output, Inflation and Unemployment
|
|
Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelp’s expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view, The nature of inflation and unemployment in India. | |
Unit-4 |
Teaching Hours:12 |
Output, Inflation and Unemployment
|
|
Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelp’s expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view, The nature of inflation and unemployment in India. | |
Unit-4 |
Teaching Hours:12 |
Output, Inflation and Unemployment
|
|
Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelp’s expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view, The nature of inflation and unemployment in India. | |
Unit-5 |
Teaching Hours:8 |
Six Debates over Macroeconomic Policy
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Debates on Monetary and Fiscal Policy – Pros and Cons, Handling Recession: higher spending vs. tax cuts, Monetary Policy: rule vs. discretion, Central Bank: zero inflation, Balanced Budget Debate, Tax Law Reformation for Savings | |
Unit-5 |
Teaching Hours:8 |
Six Debates over Macroeconomic Policy
|
|
Debates on Monetary and Fiscal Policy – Pros and Cons, Handling Recession: higher spending vs. tax cuts, Monetary Policy: rule vs. discretion, Central Bank: zero inflation, Balanced Budget Debate, Tax Law Reformation for Savings | |
Unit-5 |
Teaching Hours:8 |
Six Debates over Macroeconomic Policy
|
|
Debates on Monetary and Fiscal Policy – Pros and Cons, Handling Recession: higher spending vs. tax cuts, Monetary Policy: rule vs. discretion, Central Bank: zero inflation, Balanced Budget Debate, Tax Law Reformation for Savings | |
Unit-5 |
Teaching Hours:8 |
Six Debates over Macroeconomic Policy
|
|
Debates on Monetary and Fiscal Policy – Pros and Cons, Handling Recession: higher spending vs. tax cuts, Monetary Policy: rule vs. discretion, Central Bank: zero inflation, Balanced Budget Debate, Tax Law Reformation for Savings | |
Unit-5 |
Teaching Hours:8 |
Six Debates over Macroeconomic Policy
|
|
Debates on Monetary and Fiscal Policy – Pros and Cons, Handling Recession: higher spending vs. tax cuts, Monetary Policy: rule vs. discretion, Central Bank: zero inflation, Balanced Budget Debate, Tax Law Reformation for Savings | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I -20 Marks CIA II - 50 Marks CIA III - 20 Marks ESE -100 Marks Attendance - 5 Marks | |
ECO482-4 - INTERNSHIP (2023 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course enables students to apply theoretical knowledge acquired in their first four semesters to practical applications. Hence, the students are expected to complete a short internship during the summer break after the fourth semester as part of the course curriculum. Having undergone extensive understanding/training in Economic theories, Mathematical Methods, Statistics, Econometrics, and Research Methods, this course enables students to demonstrate an understanding of how to apply theoretical knowledge to practice in different organizations/institutions of their choice. The minimum duration of the internship is stipulated as four weeks. The course aims to help students to:
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Learning Outcome |
|
CO1: Students will be able to identify socio/economic/managerial/political issues and develop a framework to conduct inquiry. CO2: Students will be able to identify sources of data and tools (Statistical/Mathematical Methods) to analyse the collected data. CO3: Students will be able to utilise the theoretical knowledge acquired to solve socio/economic/ managerial/ political issues and gain industry experience. |
|
Unit-1 |
Teaching Hours:0 |
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Summer Internship
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The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences. As a requirement, the students must submit a letter confirming their internship from the interning organization/ institution. After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level. Failing to submit the internship completion certificate will result in the status of the internship as"Incomplete". | |||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:0 |
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Summer Internship
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The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences. As a requirement, the students must submit a letter confirming their internship from the interning organization/ institution. After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level. Failing to submit the internship completion certificate will result in the status of the internship as"Incomplete". | |||||||||||||||||||||||||||||||||||||||||||
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Summer Internship
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The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences. As a requirement, the students must submit a letter confirming their internship from the interning organization/ institution. After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level. Failing to submit the internship completion certificate will result in the status of the internship as"Incomplete". | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: The essential readings will be suggested by the mentor for the internship at the interning organisation/institution. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading The additional readings will include the materials suggested by the internship mentor for broad learning of concepts, theories, and methodologies to be used in the internship. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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FRE181-4 - FRENCH (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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 |
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Learning Outcome |
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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. |
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|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Unit 7
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Teaching Hours:8 |
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Unit 7
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Unit 7
|
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| ||||||||||||||||||||||
Unit-4 |
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Unit 8
|
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Unit-4 |
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|
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|
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Unit 8
|
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Unit-4 |
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Unit 8
|
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Unit-4 |
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Unit 8
|
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Unit-4 |
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Unit 8
|
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Unit-4 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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| ||||||||||||||||||||||
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 skillsQuestion 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.
| ||||||||||||||||||||||
GER181-4 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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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 develop the skills demonstrated in the ability to interpret simple texts
· To attain some transcultural competency: an awareness of cross-cultural differences between societies.
|
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Learning Outcome |
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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. |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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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
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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
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Evaluation Pattern
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HIN281-4 - HINDI (ADVANCED) (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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The detailed text book “Samkaleen Katha Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Stories written by representative poets of Hindi Literature. The stories reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Film appreciation and creative writings are included. Paper I - Poetry, Cultural Art forms |
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Learning Outcome |
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CO1: Improve the writing skill in literary Hindi CO2: Improve the analytical skills through critical analysis of the story CO3: Will be able to learn the different aspects of Movies CO4: To improve the Creative skills. |
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Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
|
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
|
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
|
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
|
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION
|
|||||||||||||||||||||||||||||||||||||||||
FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Creative Writing
|
|||||||||||||||||||||||||||||||||||||||||
Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Katha Sanchay? (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of Hindi stories edited by Dr Deepak Kumar Gond& Dr Sebastian K A | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Creative Writing
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Creative Writing | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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FILM APPRECIATION
|
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FILM APPRECIATION | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Katha Sanchay’ (Collection of stories) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Analytical | |||||||||||||||||||||||||||||||||||||||||
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, Dav | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-4 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BA/ B.Sc Course Code-HIN281-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
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PSY181-4 - SERVICE LEARNING (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Service learning combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Service-learning programs involve students in activities that address community-identified needs while developing their academic skills and commitment to their community. It not only helps students to observe, analyze and understand the community but also allows the student to identify themselves in the community, build community partnerships and take up civic responsibilities. The course gives a first-hand opportunity for a student to utilize academic knowledge and skills by adopting a participatory learning approach. The course expects students to complete a minimum of 30 hours of community work under faculty supervision. There would be weekly class meetings that help students to reflect on their learning and learn from peers. |
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Learning Outcome |
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CO1: Apply disciplinary knowledge and skills to become effective and contributing members of society. CO2: Demonstrate personal and social skills needed for effective community engagement |
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Unit-1 |
Teaching Hours:15 |
Introduction
|
|
Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service: The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome, Social outcome, Learning outcome, and Career outcome. | |
Unit-1 |
Teaching Hours:15 |
Introduction
|
|
Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service: The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome, Social outcome, Learning outcome, and Career outcome. | |
Unit-1 |
Teaching Hours:15 |
Introduction
|
|
Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of the psychologist in community service: The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome, Social outcome, Learning outcome, and Career outcome. | |
Unit-2 |
Teaching Hours:30 |
Field work
|
|
Planning and carrying out a community service project under supervision - 30 hours of community work Weekly reflections & Supervision | |
Unit-2 |
Teaching Hours:30 |
Field work
|
|
Planning and carrying out a community service project under supervision - 30 hours of community work Weekly reflections & Supervision | |
Unit-2 |
Teaching Hours:30 |
Field work
|
|
Planning and carrying out a community service project under supervision - 30 hours of community work Weekly reflections & Supervision | |
Text Books And Reference Books: Astin, A. W., Vogelgesang,L. J., Ikeda, E.K., & Yee, J.A. (2000).How service-learni ng affects students. Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E.P. (2009).Positive youth development. Handbook of adolescent psychology. | |
Essential Reading / Recommended Reading Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E.P. (2009). Positive youth development. Handbook of adolescent psychology | |
Evaluation Pattern CIA 1 - Individual assignment - 20 marks CIA 2 - Individual assignment - 25 marks 5 marks - Class engagement and supervisor feedback Total = 20+25+5 = 50 marks | |
PSY301-4 - DEVELOPMENTAL PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course will help the students to develop an understanding of human development from conception to the later stages of life. This course has been conceptualized in order to provide a general introduction to various developmental concepts across the different stages of the lifespan, with the nature versus nurture debate as a concurrent theme. The primary purpose of this course is to examine the physical, cognitive, and socio-emotional development of infants, children, adolescents, and adults and the various factors (e.g., genetics, parenting, peer groups, culture) that influence development. Prominent theories of development and research methods in developmental psychology are reviewed. Specific topics that are covered include prenatal development, aggression, attachment, gender development, language development, moral development, cognitive development, cultural influences, and ageing. |
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Learning Outcome |
|
CO1: Describe basic concepts, principles, debates, stages and domains of developmental psychology CO2: Describe physical and cognitive development from the prenatal to adolescence with focus on the interplay of genetic and environmental factors CO3: Explain changes in socio-emotional and identity development, examining the role of gender, peers and parents. CO4: Describe how developmental theories extend to explain adulthood and later-life challenges like a midlife crisis, ageing and facing death. |
|
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-1 |
Teaching Hours:6 |
Describe basic concepts, principles, debates, stages and domains of Developmental Psychology
|
|
Introduction to developmental psychology-concepts and principles of human development ; Nature Vs Nurture debate ; developmental milestones ; Periods of lifespan development ; Domains of human development ; Domains of human development ; methods to study development- longitudinal, cross-sectional and sequential.
| |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-2 |
Teaching Hours:22 |
Describe physical and cognitive development from the prenatal to adolescence with a focus on the interplay of genetic and environmental factors.
|
|
Physical Development-Prenatal development - stages,development of brain and body; the impact of teratogens (downs syndrome, fetal alcohol syndrome); growth spurts inchildren and adolescents- motor, speech and puberty Cognitive Development-include cognitive, moral, language, thought- Cognitive-Piaget and Vygotsky theory-play and language; morality and values -Kolhberg and Gilligan; the role of school and technology on value orientation, play and learning.Explain risk behaviours in adolescents and its impact - using biological and cognitive development theory; the role of brain development, Bronfenbrenner ecosystem model | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
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Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-3 |
Teaching Hours:20 |
Explain changes in socio-emotional and identity development examining the role of gender, peers and parents.
|
|
Emotional Development- stages- Socio-emotional aspects- development of empathy, emotional regulation-temperament-cycle of aggression/transgenerational trauma.Development of attachment- Bowlby and Ainsworth- stages and types; Parenting-Diana Bauimrind- Cross-cultural views on family and parenting.Development of Identity- Erickson and Marica, gender identity, the role of peers and media | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
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|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Unit-4 |
Teaching Hours:12 |
Describe how developmental theories extend to explain adulthood and late life challenges of a midlife crisis, ageing and facing death.
|
|
Entering adultlife-stages-emerging adult-Arnette; adult life stages-Havigrust; quarter and mid-life crisis; cross-cultural views on choosing a partner and marriage. Later adult life and ageing; myths and misconceptions; biological and psychological perspectives- Levinson; successful ageing; dealing with losses and grief- death, retirement and abilities | |
Text Books And Reference Books: Santrock, J.W. (2009).Life Span Development:A Topical Approach (3rd Edition).McGraw Hill,Education Dixon, W. E. (2003).Twenty studies that revolutionized child psychology. Prentice Hall. Berk, L. E.(2016).Exploring lifespan development. Pearson. | |
Essential Reading / Recommended Reading Berk, L. E.(2016).Exploring lifespan development. Pearson. Arnett, J. J. (2014).Adolescence and emerging adulthood.Pearson Education Limited. Berk, L. E.(2016).Exploring lifespan development. Pearson. | |
Evaluation Pattern 5 marks for attendance as per University Policy CIA 1 & 3 will be individual assignments CIA2- will be mid-semester exam- case study based questions End Semester Pattern- 2 hrs- 50 Marks Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks Section B (Short answers). 5 Marks X 2Qs= 10 Marks Section C (Essay questions). 10 Marks X 2Qs= 20 Marks Section D (Case study). 10 Marks x 1Q= 10 Marks | |
PSY302-4 - BASIC SOCIAL PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course has been conceptualised for students to understand the historical and scientific developments in the field of social psychology. Students will explore the theoretical bases of the development of the social self and the dynamics of social perception and cognition, interpersonal attraction, prosocial behaviour, aggression, prejudice, attitudes, social influence and group processes in a social context. The course will engage students through pedagogy designed for a hands-on experience, critical reading of journal articles, discussion of contemporary social issues, and small study groups to facilitate a deeper understanding of human social behaviour. Further, the course aims to use a multicultural and intersectional lens to build on the student's understanding. |
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Learning Outcome |
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CO1: Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies CO2: Identify social psychological concepts to understand themselves in social situations CO3: Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience. CO4: Examine cross-cultural perspectives and factors influencing prosocial behaviour and interpersonal relationships. |
|
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-1 |
Teaching Hours:12 |
Demonstrate an understanding of the evolution of the field of social psychology through research methods and classic studies.
|
|
Introduction : What is Social Psychology?; Overview of social psychology ; Recent advances in social psychology: Role of affect, emotions and cognition , social relationships, social neuroscience, implicit(non-conscious) processes, multicultural perspective, using intersectional lens ; Role of Theory in social psychology; Qualitative research methods in social psychology: Interviews, Ethnographic methods, Focus group discussion, Diaries and Ambulatory assessments, Secondary data and Archival method, Discourse analysis, Action research; Quantitative research methods in social psychology: Experimental method , Correlational method, Surveys and “Big data”; Classic studies : Triplett’s competition studies; La Piere’s hospitality study, Sherif’s autokinetic study, Zimbardo’s Stanford prison experiment, Milgram’s shock experiment ; Asch’s line judgment study ; Discussion topic : Ethical considerations in the study of social behaviour | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
|
|
Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-2 |
Teaching Hours:12 |
Relate theory in social psychology to understand real-world problems and contemporary issues in prejudice, conformity and obedience
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Automatic and controlled processing, Affect and cognition, Potential sources of error in social cognition; Social self – Origins and sources of self-knowledge –Introspection, Self-perception, Social comparison, Past and possible selves, Culture; Regulating and controlling the self; Self-esteem -Types and consequences; Self- presentation - Strategic self-presentation, Falsemodesty, Self-handicapping, Impression management, Self-monitoring; Impression formation (central and peripheral traits and implicit personality theory, self -fulfilling prophecy, confirmation bias, belief perseverance) ; Social perception - Attribution theories (Kelly’s covariation theory and Jones’ and Davis correspondent inference theory, Attribution biases (Fundamental attribution error, Actor-observer effect; Motivational biases). | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Unit-3 |
Teaching Hours:12 |
Examine cross cultural perspective s and factors influencing prosocial behaviour and interperson al relationshi ps.
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Behaviour & Interpersonal relationships : Motives for Prosocial behaviour: Evolutionary perspective, Social exchange perspective,Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, Social norms ; Influences on Helping –Social learning of prosocial behaviour ,Positive emotions (gratitude and empathy), Interpersonal factors (similarity and responsibility), Social exclusion, Darkness, Putting an economic value on one’s time and effort ; Emergency responses : Bystander effect , Latane and Darley’s bystander studies; The effects of being helped; Relationship between prosocial behaviour and aggression (how prosocial behaviour can counter aggression).Interpersonal relationships : Internal sources of attraction (social needs and emotions), External sources of attraction (proximity and physical beauty) ; Factors based on social interaction (similarity and mutual liking); Close relationships: attachment styles, threats to intimate relationships (virtual contexts, jealousy and ending relationships) ; Cross-cultural perspectives in intimate relationships, trust and altruism ; Discussion topic : Bullying (including cyberbullying) ; Loneliness and social isolation among youth. | |
Text Books And Reference Books: Benet-Martínez, V.(2012).Multicultura lism : Cultural, social and personality processes.pp. 1-7. (In Eds.)Kay Deaux and Mark Snyder.The Oxford Handbook of Personality and Social Psychology.Oxford University press.
Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited.
Bowleg, L. (2017).Intersectionali ty : An Underutilized but Essential Theoretical Framework for Social Psychology.pp 515-522. (In Eds.) Brendan Gough. Palgrave Handbook of Critical Social Psychology.Palgrave Macmillan Figgou, L. & Pavlopoulos, P.(2015).Social psychology :Research methods.International Encyclopedia of the Social & Behavioral Sciences (2nd Ed.) Volume 22. Pp.544–552.http://dx.doi.org/10.1 016/B978-0-08-097086-8.24028-2 | |
Essential Reading / Recommended Reading Misra, G. & Dalal,A.K. (2001). Social Psychology in India: Evolution and Emerging trends. (In Eds) Ajit. K. Dalal and Girishwar Misra. New Directions in Indian Psychology : Social Psychology (Volume 1).Sage Publications.
Qui,L., Chan,S.H.M., & Chan, D(2018).Big data in social and psychological science: theoretical and methodological issues.
Journal of Computational Social Science 1,pp. 59–66.https://doi.org/10.100 7/s42001-017-0013-6
Smith. J.R. & Haslam, S.A. (2012).Social psychology : Revisiting the classic studies. Sage publications.
Reading material and Resources :Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited.
Kassin, S. Fein, S. & Markus, H. (2014). Social Psychology, (9th ed.). Wadsworth- Cengage learning.
Myers, D.G , Sahajpal ,P. & Behera, P. (2019)
Social Psychology, (10th Ed). McGraw Hill Education (India) Private Limited).
Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited.Crisp, R.J. & Turner,R.N. (2020).
Essential Social Psychology, (4th ed.).Sage Publications. Reicher.S & Haslam,S.A. (2006). Tyranny revisited : Groups, psychological well-being, and the health of societies. The Psychologist, 19(3).
Branscombe, N.R & Baron, R.A (2023).Social Psychology, (15th Global Ed.). Pearson Education Limited.
Smith, P.B., Fischer, R., Vignoles, V.L. & Bond, ,M.H. (2013). Understanding Social Psychology across cultures: Engaging with others in a changing world (2nd Ed.). Sage Publications Ltd.
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Evaluation Pattern 5 marks for attendance as per University Policy CIA 1 & 3 will be individual assignments CIA2- will be mid-semester exam- case study based questions End Semester Pattern- 2 hrs- 50 Marks Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks Section B (Short answers). 5 Marks X 2Qs= 10 Marks Section C (Essay questions). 10 Marks X 2Qs= 20 Marks Section D (Case study). 10 Marks x 1Q= 10 Marks | |
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 |
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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. |
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Learning Outcome |
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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. |
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Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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o Asking and specifying direction o Describing about appearance and characters | |
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Unit-2 |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Teaching Hours:5 |
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Teaching Hours:5 |
Unit 8 Gustar
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Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
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Unit 8 Gustar
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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
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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
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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
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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
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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
|
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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
|
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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
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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
|
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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
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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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
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
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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 | |