
CHRIST (Deemed to University), Bangalore DEPARTMENT OF PSYCHOLOGY School of Psychological Sciences
Syllabus for BA (Psychology, English/Honours/Honours with Research) Academic Year (2024)


Assesment Pattern
As detailed in the University student handbook
Examination And Assesments
CIA I,II, III and ESE As detailed in the University student handbook
Department Overview:
The Department runs a range of programmes that include open electives, Undergraduate programmes, Post Graduate programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni and students. A variety of student-centred teaching and training pedagogies are practiced by the faculty members. Prominent among them is the use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based discussions, journal clubs, and professional development activities. The department holds several MOUs with International universities facilitating common conferences, visiting faculty, student exchange, and joint-supervision.
Mission Statement:
The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing professional and personal development, and contribute effectively to societal needs.
Introduction to Program:
Psychology is offered as a major in BA dual majors programmes with an option of doing a Honours in psychology with or without research in the fourth year of the undergraduate programme. The courses in psychology are aimed at introducing students to the fundamental processes underlying human behaviour and familiarising them with a few emerging fields and branches of psychology. There are also practicum and skill-building courses like experimental psychology practicum and life-skills education as part of psychology majors. Students can take specialised electives from the fifth semester onwards from a pool of courses. Students are given an opportunity to undertake research projects and internships as part of the four-year BA programme.
Program Objective:
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental theories and concepts in the discipline of psychology in a multidisciplinary learning context PO2: Demonstrate critical thinking, scientific inquiry and problem-solving skills by applying psychological theories and research to real-world scenarios. PO3: Demonstrate an understanding of appropriate values and ethical standards in research, practice, and academic contexts PO4: Demonstrate communication skills, digital and psychological literacy to achieve personal, professional, and community goals. PO5: Demonstrate an understanding of literatures in English and translation and appreciate the role that historical context plays in the creation and interpretation of literary works. PO6: Apply critical and theoretical approaches to the reading and analysis of literary and cultural texts in multiple genres. PO7: Develop critical thinking and imagination through fiction and nonfiction and to familiarize students with cultural diversity. PO8: Analyze the role that intersections among race, gender, class, sexuality, and/or national or global history play in literary studies.

ENG182-1 - DEVELOPING ACADEMIC SKILLS - I (2024 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
Learning Outcome
CO1: Different approaches to knowledge, critical and creative bent of mind, that leads to content-based investigation. Integration of problem-based learning and need-based learning CO2: Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paves the way for research-based reading and writing. CO3: Application of functional grammar and mechanics that enhance conceptual clarity, communicative style, and style of writing. Experiential learning through participatory learning and service learning CO4: Hands-on experience in a research culture which is discipline-specific in nature

Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Text Books And Reference Books: 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
Evaluation Pattern CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III ESE Portfolio Submission
EST101-1 - LITERARY STUDIES: IDEAS AND GENRES (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: This course offers an understanding to literary movements and genres. The focus is on form, structure and terminologies in literature. It enables students to interpret and critique texts and to understand that literature is representational. This course also examines texts in their socio-political context to engage with the historical context and cultural production of literature. Course Objectives: This course aims to 1. offer a comprehensive understanding of the text and the contexts. 2. develop analytical and critical reading strategies 3. enhance students to understand texts from multiple perspectives. 4. develop analytical writing skills and to understand methods of interpretation 5. acquire a literary vocabulary to read and write academic essays
Learning Outcome
CO1: Students will be able - to articulate and analyze literary texts critically CO2: to apply multiple interpretative methods CO3: to analyze texts from different perspectives CO4: to write academic essays using the acquired literary vocabulary

Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Text Books And Reference Books: Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts) Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts) Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Essential Reading / Recommended Reading M. H. A. Abrams, A Glossary of Literary Terms, 7th edition (1999) The Penguin Dictionary of Literary Terms and Literary Theory, 4th edition (1999) The Norton Anthology of Poetry, 5th edition An Outline History of English Literature, William Henry Hudson (1999)
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
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.
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.
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
PSY161-1 - LIFE-SKILL EDUCATION (2024 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This paper is offered to undergraduate students as a skill-enhancement course. Basically, the course follows the WHO life skills model. Where life skills education is well developed and practised, it enhances the well-being of young minds and promotes a positive outlook and healthy behaviour. The life skills model facilitates the overall development of the individual, and this course will help the learner to translate knowledge, attitude, skills, and values into action. Hence the course adopts an experiential learning pedagogy providing students with an opportunity for personal development.
Learning Outcome
CO1: Explain the significance and major aspects of Life Skills Education CO2: Apply life skills in their day-to-day life situations

Unit-1	Teaching Hours:15
Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-1	Teaching Hours:15
Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-1	Teaching Hours:15
Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-2	Teaching Hours:30
Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Unit-2	Teaching Hours:30
Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Unit-2	Teaching Hours:30
Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Text Books And Reference Books: WHO (1997). Life Skills for Children and Adolescents. WHO (1999). Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting, WHO, Geneva.
Essential Reading / Recommended Reading UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO, Paris.
Evaluation Pattern CIA 1 & 2 will be individual assignments; 5 marks for class engagement and supervisor feedback - 50 marks CIA 3- Department level -submission, viva/presentation - 50 marks Total = 50 + 50 =100 Marks
ENG182-2 - DEVELOPING ACADEMIC SKILLS - II (2024 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction. Objectives • To acquire critical and creative thinking • To develop the taste for theory of knowledge • To be aware of professional and research driven presentation skills • To apply the mechanics in academic writing skills • To use research skills to take a position in writing (writing a paper or presentation)
Learning Outcome
CO1: Different approaches to knowledge, critical and creative bent of mind, lead to a content-based investigation. Integration of problem-based learning and need-based learning CO2: Working knowledge of the different purposes of writing: persuasive (argumentative), analytical, and informative writings, paving the way for research-based reading and writing CO3: Awareness of academic presentation with conceptual clarity and leading to informed stances in writing

Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Text Books And Reference Books: 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.
Essential Reading / Recommended Reading 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.
Evaluation Pattern The participants will take part in Formative Assessment mode. It aims at the learners’ teaching-learning process. A series of mini feedback driven practices and tasks plays a crucial role to measure their grasp of content, its application and performance. Maintaining Portfolio, Mini Project Submission, Self-paced or Time based Skill Specific Online Courses, Conceptual Presentation on Certain Areas of Interest So the evaluation would include portfolio submissions for all the three CIAs and the End Semester
EST103-2 - INTRODUCTION TO CULTURAL STUDIES (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description This is an introductory course on Cultural Studies developed keeping in mind the unique requirements of BA (PE) program. The course is designed to provide a foundation of Cultural Studies as a discipline with its application in and intersection with Psychology. The course acquaints the learner with basic theoretical concepts and both textual and field methods of Cultural Studies. Subsequently, units are designed for learners majoring in Psychology and English to think through the many aspects of culture such as cinema, television, and media. Course Objectives · To introduce learners to the basic concepts and methods of cultural studies. · To acquaint learners to the diverse areas in which Cultural Studies theories and methods can be analytically applied. · To enable learners to develop basic framework of analysis of cultural practices at the intersection of Psychology and Cultural Studies.
Learning Outcome
CO1: After the end of the course learners will be able to: Define, describe, summarize, and interpret basic concepts of Cultural Studies CO2: Contrast, connect, and correlate various concepts of cultural studies with textual, audio-visual, and empirical data CO3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data.

Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A) Culture; (Raymond Williams) Identity; Popular; Power; Representation; (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris) (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A) Culture; (Raymond Williams) Identity; Popular; Power; Representation; (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris) (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A) Culture; (Raymond Williams) Identity; Popular; Power; Representation; (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris) (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-2	Teaching Hours:12
Globalisation, Economy, Experience
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. Chapter 5 (page 164-203- Cultural Studies- Theory and Practice by Chris Barker and Emma Jane Excerpts from the Introduction to Playing the Nation Game: The Ambiguities of nationalism in India by Benjamin Zachariah (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-2	Teaching Hours:12
Globalisation, Economy, Experience
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. Chapter 5 (page 164-203- Cultural Studies- Theory and Practice by Chris Barker and Emma Jane Excerpts from the Introduction to Playing the Nation Game: The Ambiguities of nationalism in India by Benjamin Zachariah (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-2	Teaching Hours:12
Globalisation, Economy, Experience
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. Chapter 5 (page 164-203- Cultural Studies- Theory and Practice by Chris Barker and Emma Jane Excerpts from the Introduction to Playing the Nation Game: The Ambiguities of nationalism in India by Benjamin Zachariah (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-3	Teaching Hours:12
Cultural Identity
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 3: (Page 259-294-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane). Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prashant Ingole
Unit-3	Teaching Hours:12
Cultural Identity
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 3: (Page 259-294-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane). Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prashant Ingole
Unit-3	Teaching Hours:12
Cultural Identity
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 3: (Page 259-294-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane). Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prashant Ingole
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba (SLA) Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba (SLA) Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba (SLA) Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-5	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Resources: Read/Watch/Listen (add details of specific readings, videos, podcasts or any other reference material required during that week) 5 hrs open access digital archival sources and museums to discuss these essays. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer (SLA) Documentary/Field reports https://globaldigitalcultures.org/podcasts/ https://thedigitalworkplace.com/podcasts/is-digital-culture-a-thing/ https://podcasts.ox.ac.uk/episode-2-digital-technologies-and-cultural-heritage https://africandigitalheritage.org/reflecting-value-podcast-the-digital-revolution/ https://globaldigitalcultures.uva.nl/podcasts/podcasts.html https://le.ac.uk/research/institutes/digital-culture/podcasts https://www.epw.in/engage/article/online-gods-podcast-about-digital-cultures-india?0=ip_login_no_cache%3De916783b5e6a7a165d68f0fd5214303d
Unit-5	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Resources: Read/Watch/Listen (add details of specific readings, videos, podcasts or any other reference material required during that week) 5 hrs open access digital archival sources and museums to discuss these essays. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer (SLA) Documentary/Field reports https://globaldigitalcultures.org/podcasts/ https://thedigitalworkplace.com/podcasts/is-digital-culture-a-thing/ https://podcasts.ox.ac.uk/episode-2-digital-technologies-and-cultural-heritage https://africandigitalheritage.org/reflecting-value-podcast-the-digital-revolution/ https://globaldigitalcultures.uva.nl/podcasts/podcasts.html https://le.ac.uk/research/institutes/digital-culture/podcasts https://www.epw.in/engage/article/online-gods-podcast-about-digital-cultures-india?0=ip_login_no_cache%3De916783b5e6a7a165d68f0fd5214303d
Unit-5	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Resources: Read/Watch/Listen (add details of specific readings, videos, podcasts or any other reference material required during that week) 5 hrs open access digital archival sources and museums to discuss these essays. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer (SLA) Documentary/Field reports https://globaldigitalcultures.org/podcasts/ https://thedigitalworkplace.com/podcasts/is-digital-culture-a-thing/ https://podcasts.ox.ac.uk/episode-2-digital-technologies-and-cultural-heritage https://africandigitalheritage.org/reflecting-value-podcast-the-digital-revolution/ https://globaldigitalcultures.uva.nl/podcasts/podcasts.html https://le.ac.uk/research/institutes/digital-culture/podcasts https://www.epw.in/engage/article/online-gods-podcast-about-digital-cultures-india?0=ip_login_no_cache%3De916783b5e6a7a165d68f0fd5214303d
Text Books And Reference Books: Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane Chapter 5 (page 164-203- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Chapter 9: (Page 350-377-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane. Instead of examples given from page 378 onwards, instructors are advised to use illustrations from specific Indian examples and medium). Chapter 8: (Page 296-300 and 313-341-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prahant Ingole Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas Essay: Psychocinematics: Issues and Directions by Arthur P. Shimamura Essay: Sports Fandom as Practice of Subjectivization by Erin C. Tarver Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer Essay- “The Restless Past- An Introduction to Digital Memory and Media” by Andrew Hoskins
Essential Reading / Recommended Reading Culture; Discourse; Everyday; Experience; Globalization; Heritage; Identity; Media; Objectivity; Popular; Power; Space (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris); Subjectivity (From Cultural Theory-The Key Concepts (Second Edition) edited by Andrew Edgar and Peter Sedgwick).
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
EST201-2 - POETRY AND PROSE (2024 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: This course offers an understanding to locate poetry and prose under the various literary movements studied. This also enhances a literature graduate’s understanding of the various forms of poetic and prose expressions. An analytical and critical understanding of how these forms are used in various literatures in English and their evolution over time. This course also offers insights into literary expressions as satire, protest and reactions to various socio-political incidents in history. Contemporary popular culture has also modified these forms to suit their expressions and aesthetics. Course Objectives: This course aims to Understand poetic expressions and prose deliberations as an artistic expression develop analytical and critical reading strategies of the forms of poetry and prose enhance students to understand texts from multiple perspectives. acquire a literary vocabulary to read and write academic essays on the poetic and prose forms.
Learning Outcome
CO1: Students will be able - to articulate and analyze prose and poetry critically CO2: to apply multiple textual analysis to the forms CO3: to analyze texts from the contexts CO4: to write academic essays using the acquired literary vocabulary

Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Text Books And Reference Books: Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn” Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Essential Reading / Recommended Reading A Glossary of Literary Terms by M.H. Abrams History of English Literature by Edward Albert An Introduction to the Social History of England by A.G. Xavier
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
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.
Learning Outcome
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.

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-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.
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.
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-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.
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
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
Learning Outcome
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
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
EST161-3 - CREATIVE EXPRESSION (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Course Objectives/Course Description: An introduction to the craft of creative expression, this paper offers an engagement with various conventions and processes of art and expression. It focuses on visualizing narratives and enhancing learners in expressing narratives.
Learning Outcome
CO 1: Learners will be able to engage in lateral thinking and creative expression. CO 2: Learners will enable themselves in the art of curation. CO 3: Learners will express themselves creatively in multiple modes of narration

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-1

Teaching Hours:8

Time and Space

Narrativising Time

Writing about Space

Perspectives/ Point of View, Sensory Perceptions, Decolonising Ideologies

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-2

Teaching Hours:6

Composing Poetry

IDEEP, Haiku Workshop

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-3

Teaching Hours:7

Curation

Conceptualisation, Visualising, Execution

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-4

Teaching Hours:12

Visualising Narratives

Engaging with the elements of visuals

(a) With visual elements (photographs, paintings, sculptures, murals)

Narrating through visuals, Capturing stories through visual modes

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Unit-5

Teaching Hours:12

Visualising Narratives

(b) With audio-visual elements (documentaries, audio-visual installations, sound texts)

Script Writing, Interviews, From the streets to the screen, Sound as text

Text Books And Reference Books:

Reading:

Bono, Edward de. Lateral Thinking: A Textbook of Creativity. Penguin, 2016

Bowers, Faubion. The Classic Tradition of Haiku: An Anthology. Dover Publications Inc., 1996

Berger, John. Ways of Seeing. Penguin, 2008

Sontag, Susan. As Consciousness is Harnessed to Flesh: Journals and Notebooks, 1964-1980. Farrar, Straus and Giroux, 2012

Buckley, Brad and John Conomos. A Companion to Curation. Wiley-Blackwell, 2019

Davis, Mike. Creating Visual Narratives through Photograph: A Fresh Approach to Making a Living as a Photographer. Routledge, 2022.

Essential Reading / Recommended Reading

____

Evaluation Pattern

CIA I	Written Assignment
CIA II (MSE)	Portfolio Assignments
CIA III	Proposal for ESE
ESE	Photo Essay/Documentary/Installations (Audio-visual, Material/Interactive Displays)

EST201-3 - FICTION AND DRAMA (2023 Batch)

Total Teaching Hours for Semester:60

No of Lecture Hours/Week:4

Max Marks:100

Credits:4

Course Objectives/Course Description

Course Description

The Fiction and Drama course explores the literary genres of fiction and drama, including the study of literary techniques, themes, and styles. The course will examine classic and contemporary works in both genres, focusing on the analysis of plot, character, setting, dialogue, and other literary elements. The course will also introduce students to critical theory and literary criticism.

Course Objectives:

· To develop students' critical reading and analytical skills through the study of fiction and drama.

· To introduce students to the key concepts and terminology of literary analysis.

· To enhance students' understanding of the techniques, themes, and styles of fiction and drama.

· To enable students to evaluate and compare works of fiction and drama.

Learning Outcome

CO1: Analyze and interpret works of fiction and drama using appropriate critical approaches and terminology.

CO 2: Evaluate and compare works of fiction and drama.

CO 3: Discuss the techniques, themes, and styles of fiction and drama.

CO 4: Identify and analyze literary devices used in works of fiction and drama

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-1

Teaching Hours:30

Drama

Aristophanes - Frogs

Christopher Marlowe - The Tragical History of the Life and Death of Doctor Faustus

William Shakespeare - Hamlet

Harold Pinter - The Dumb Waiter

Girish Karnad - Nagamandala

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Unit-2

Teaching Hours:30

Fiction

Jane Eyre - Charlotte Bronte

The Heart of Midlothian - Walter Scott

The Great Gatsby - F. Scott Fitzgerald

Kabuliwala - Rabindranath Tagore

Things Fall Apart - Chinua Achebe

Text Books And Reference Books:

Required Reading

Mastering English Literature - Richard Gill Palgrave

Essential Reading / Recommended Reading

Required Reading

Mastering English Literature - Richard Gill Palgrave

Evaluation Pattern

Examination and Assessment:

Assessment Pattern	CIA	ESE
40 (CIA)+50(ESE)	20+20	50

Required Reading

Mastering English Literature - Richard Gill Palgrave

Examination & Assessment

CIA I - 20 Marks

1. A class test based on the text

2. Essay on concepts and its application

3. A book/film/media review

CIA III - 20 Marks, the students can be asked

1. To prepare group presentations on topics relevant to the units

2. To put up an exhibition/display of

MSE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks

ESE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks

Formative Assessment Pattern

1. Pre- Course survey/ Pre- Diagnostic test- Multiple-choice, Likert scale (agree-disagree), open-ended questions or a mixture of these question types (literary terms and any previous exposure to the genre)

2. Portfolio-ShortResponse noteson the reading the materials provided (1 article for each text)

3. Diagnostic Assessment- quizzes or short writing assignments, to assess students' understanding of fundamental literary concepts and terminology/ reading comprehension checks or quizzes after students have completed assigned readings

4. Project- based assessment- Blog could be created based on a specific theme or content- Analysis of literary works, Reflections and responses, Creative writing, comparative writing could be the content- final reflection on their blog project, discussing their overall experience, challenges encountered, lessons learned, and insights gained- students to read and comment on each other’s blog posts, providing constructive feedback and engaging in dialogue

Assign students to small groups and have each group analyse a literary work, focusing on elements such as plot, character development, theme, and symbolism. Each group then presents their analysis to the class, and peers provide feedback on the clarity, organization, use of evidence, and coherence of arguments.

FRE181-3 - FRENCH (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:2

Max Marks:50

Credits:2

Course Objectives/Course Description

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

Course Objectives

· To develop basic and communication skills sharpen oral and written skills.

· To enhance knowledge on French culture.

· To enrich the learner’s vocabulary

· To enable learners to engage in and discuss simple topics with ease

Learning Outcome

CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills.

CO2: Basic knowledge of french civilization.

CO3: Enrichment of vocabulary.

CO4: Enhanced ability to engage in conversations and discussions in French with ease.

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-1

Teaching Hours:9

Units 0,1

Étape

Topics

Grammar

Activity

Duration

Étape 0

Introduction

Establish rapport

Simple communicative words and phrases to develop interest.

2 hr

Étape 1

Faisons connaissance

-To tell the first names and sur names.

- To open a conversation

- To give personal information.

- To spell one’s name.

- To greet each other, to take leave

- To introduce oneself and others

- To tell one’s address.

-Verb s’appeler

-Les articles definis

-Verbe Etre.

-Speech acts – talk about oneself.

-Final task: create one’s profile in a video mode. (oral communication skills, global)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-2

Teaching Hours:7

Unit 2

Étape 2

Fans de musique

-Exchange one’s musical preferences.

-Explain one’s tastes and preferences.

-To pose personal questions. (closed questions)

-To express our actions. -To ask someone their age.

- er ending verbs

- les articles definis

- la negation

- intonative questions.

Speech act – Asking closed questions.

Final task: to create a musical portrait. (integrating global skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-3

Teaching Hours:7

Unit 3

Étape 3

Nous sommes tous frères

-Exchange the differences in cultural aspects.

-Introduce one’s family.

-Speak about one’s nationality.

-Speak about relationships.

-Les adjectifs possessifs

-La négation

-L’accord des adjectifs

-Les adjectifs de nationality

-Les pronoms toniques

-Le pronoms on= nous.

Tache finale : Introduce oneself to the class in French.(global ,communicative and speaking skills)

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

-To speak of sports

-Exchange our sports preferences

-Describe persons.

-Express frequency

-To pose questions on sports. -Describe physicality.

-Verb : faire jouer +article -Qu’est - ce que ?

- C’est, il/elle est

Tache finale :

Organise a sport presentation in class. Indoor games.

7 hrs

Unit-4

Teaching Hours:7

Unit 4

Étape 4

Bougeons!

Let us move!

CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Psychological Sciences

Syllabus for BA (Psychology, English/Honours/Honours with Research) Academic Year (2024)

Syllabus for
BA (Psychology, English/Honours/Honours with Research)
Academic Year (2024)