(D.El.Ed.

)
(Reflective Practitioner)
 7

8 9

90 2

3 2

3 7

8 8
************

1
2
(Intentional Utterance) (Productivity) (Voluntary)
(Inter Change ability)

(Productivity)

3
 (Valuntary)

(Inter Change ability)

(Specialisation)

A boy Comes, A Girl Comes

4
 It is the transmitter from one generation to other
generation.

(CVCV)

Street, Structure
STR

Psychology.

Sound of 'e' is differ from 'elephant' to 'make'.

PALAKA -
cv cv cv

CVCV
CCV
CCCV
CVCV

5
(C. Consonets, V. Vowels)

BADI TALUPU PALAKA

CVCV CVCVCV CVCVCV
(C)
(V)

Papa, baba, mama

(Bilebid)

Persian, Arabic Script

(Perso - Arabic)

6
7
8
9
10
l

11
 (activate)

12
(Miniature Society)

13
"In the Begining There is 'Word'. It is with God"

14
 "Economy of Words
and economy of Thoughts"

"Every Man is a poet"

15
Stickle Backs

Vervat Monkeys

16
 (Thorpe, 1956)

(Roeder, 1960)

17
18
 (Profo dravidian)

(Literary Languages),
(Now, literary Languages)
(Tribal Languages)

19
 (Adam)
(Eve)

(Relation between Cause & Effect)

20
21
22
 (Universal Linguistic Faculty)

23
 Language is a purely human, non instimative method of communicating ideas, emotions
and desires by means of a system of Valuntarily Produced symbols - Saphire.

(Emman Bach)
'Language is an infinite set of sentences'

(Sturtvert) Linguist Change "Language is system of arbitary vocal

symbols through which members of a social group interact, co-operate and transmit their culture''

Simon Pottor
"A Language may be difined as a system of arbitary vowel sounds by means of which
human beings communicate and Co-operate with one another"

Hacket
"A Language is a complex system of speech habits".

Noam Chomsky
"Language is particuler set of sentences that can be generated from a particular set of
rules"

24
25
 "Every subject Subjest Teacher is basically a language Teacher"

(Joyful
Learning)

26
 (Phonetics)

27
28
(Distribution of Phonemes)

(Generatine Phonology)

(Sematic Component)
(Phonetive Component)

29
 (Declarative Sentences)

(Interragatine Sentences)

(Imperative Sentences)

30
 (Transforma-
tional Grammar)
"Symtaetie Structures"

31
 "Universal Linguistic Faculity"

(Using Correct Words at Correct Place)

32
 (Genera-
tive Grammar)

33
Phonetic Change

34
35
36
 (Semantic Change)

Understand
"Understand"

"Tiger Food"

37
 (Pen)

Charlas C. Boycott

38
 'Pen'

Bus "Omni Bus" "Omni

Bus"

(Law of Use & Disuse)

(Sematic Extension)
(Sematic Narrowing)
(Figurative use)
(Elevaling Meaning)
(Degradation of Meaning)
(Ecephemism)
(Subreption)

39
>

40
Hand Book for Teacher Educators - Co-ordinators Y. DIET
for D.E.Ed., A.P. SCERT G.
A.P. SCERT 2011 A.P. SCERT
MLC.,

41
 (Multi Linguistic ability)

(Multi Linguity)

42
l

Linguistic Survey
of India

43
(Stateless Language)

44
 (Comparitive
Method)

(Tribal Languages)

45
 "Great Poets are friends to entire man
kind".

46
"English is the window to see the entire world"

47
48
49
 (CABE)

50
 (NCERT)

(NPE 1986)

51
l

52
(CABE)

53
54
55
'Medium of instruction'

56
 (Communication)

(Identity) (Understand)
(Create) (Communicate) (Compute)

57
58
 (Numbering Literacy)
(Arthamatic Literacy)
(Computer Literacy)
(Economical Literacy)
(Geographical Literacy)
(Democratic Literacy)

59
 For Economic co-
operation and Development (FECD)

60
l (Regidity)
l

61
62
63
l

64
l

l
l
l

65
l

66
l

l (Flexible Stability)

l Bloom Field
l

67
(Medium of Instruction)

"Italian of the East"

68
 J.B.S. Haldane

(digeneous) (Foreign)

(Borrowing)

69
 <
<

70
 >
>
> > >

>
>

>
>

>

(Souree Language)
(Target Language)

71
l

Hand Book for Teacher Educators - Co-ordinators Y. DIET

for D.E.Ed., A.P. SCERT G.
A.P. SCERT 2011 A.P. SCERT

72
73
l

74
l

75
76
l

77
78
79
(Readability)

80
81
 "Short Story"

(Brevity)

"Essay"

82
83
84
 "Angry Young Man of
England"

(Gesta ttoview)

85
86
87
88
89
 (Seeularist)

90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
(Activity Based Method)

114
115
116
"Man is man because of his speech"

117
118
119
120
 (Universal Grammer)

(Universal Language Faculty)

121
 "Multi lingualism is the natural
potential available to every normal human beings rather than unusal exception. Given the appropri-
ate environment, two languages are as normal as two lungs"

Central
Advisory Board of Education

122
123
CVCV

Sound of 'e' is different from 'elephant' to 'make'.

(VC), (CV),

124
 P a l a k a
PALAKA
c v c v c v

CVCV
CCV
CCCV
CVCV
C - Consonents, V = Vowels

BADI CVCVCV CVCVCV

"V"
"C"

papa, baba, mama

CCCV STRAW CCCVC

'r' 'idear' CVCV

Internalise

CVCV

125
CVCV

'CV'

CVCV

126
 (Basic competencies)

127
128
129
130
D

131
D

132
 (Debate)
(Riddles) (Illustrations)

133
D

134
D

135
 (NCERT) "Teaching
Reading Challenges"

"Reading is finding out what an author has said, trying to think what he
ment by it, and deciding what sense it makes and how good it is to the reader".
-

136
137
H

138
D

139
D

140
 H

(Flash cards)

141
D

142
D

H
H
H
H
H

143
D

144
D

145
 Italian of the
East

146
D

147
148
149
150
151
>

152
D

153
D

Deductive Method

'Inductive Method'

'Functional Grammar'

154
I.

II.

155
III.

IV.

156
157
158
 (Text book is the only tool in the
hands of a teacher)

(Non Language Subjects)

(Language Subject)

159
(i)

160
161
 (Reference Books)

(ii)

162
(iii)

163
 NCF 2005

APSCF 2011

164
165
iv)

166
v)

vi)

vii)

(Pre text)

167
168
169
170
171
172
173
174
175
176
 (Magnetic Board),

177
178
"Education is the utilization of leizure time property"

179
 Library Liber
Liber Library

(Pubicl Libraries)

(Source Books)
(Reference Books)

(Source Books)
(Reference Books)
(Dictionaries)

(Encyclopaedias)
(Stories)
(Children's Literature)
(Literature Old & New)
(Social Sciences)
(Physical & Bio-Sciences)
(Text Books)
(Teacher Hand Books)

180
 (Issue Register)

181
182
183
(Learning Enhansement Programme)

>

< >
>

184
185
 (Low Cost / No Cost)

('Limited space creates unlimited creativity')

(Visiters Book)

186
187
188
 SCERT,
SCERT,

189
190
 (Learning Standards)
(Academic Standards)

(Academic Standards) (Learning Standards)

(Learning Competencies)

191
192
193
 (OBB, APPEP,
DPEP, SSA

(Right to Education Act - 2009)

(Sections in the act and its details) :

194
(Goals)

195
 (Aims)

(General Aims),
(Specific Aims)

(Objectives)

(Instructional Objectives)

(Specifications)

196
 (Texonomy of Educational Objectives, The Classification of Edu-
cational Goals Hand Boook)

(Congnitive Domain) (Affective Domain) (Psychomotor Domain)

(Knowledge) (Receiving) (Impulsion)

(Understanding) (Responding) (Manipulating)

(Application) (Valuing) (Control)

(Synthesis) (Organising) (Co ordination)

(Evaluation) (Characterising) (Naturalisation)

(Creativity)

197
(Cognitive Domain)

(Affective Domain)

(Psycho motor domain)

(Mechanical), (Manipulative), (Creativity)

198
 APSCF 2011

(Competency based
teaching)

199
200
201
202
 Method Approach Strategy
Strategy

203
 (Monitary System)

(Known to Unknown)
(Easy to difficult)
(Concrete to abstract)

(Psychological to logical)
(Analysis to Synthesis)
(Whole to parts)

204
 (AMI)

205
(Assignment)
(Self Learning).

(Rate of Learing)

206
207
 (Activity Packs)

208
209
210
(Discussion) :

211
212
213
H
H
H
H
H
H
H
H

214
215
H

216
H

217
H

218
219
220
221
 }

222
223
 (I)
H

(II)
H

(III)
H

(IV)
H

(V, VI)
H

VII.
H

VIII.
H

224
 I.

225
II.
 III.

IV.

226
I.
II.

227
 III.

228
IV.
 I.

229
II.
230
III.
 IV.

I.

231
II.
232
 III.

IV.

233
I.
II.

234
235
III.

IV.
 I.

236
II.

H
 III.

IV.
I.

237
II.
 III.

238
IV.
I.

II.
 III.

IV.

239
I.

II.
 III.

240
IV.

I.

II.
 III.

IV.

241
I.

II.
 III.
IV.

I.

242
II.
 III.

IV.

I.

243
II.

III.
IV.
 I.

II.

244
III.

IV.
 I.

II.

245
III.
H
H
H
H

246
H
H
H
H

247
I.

248
249
II.

III.
 HH H

Lesson plan is always flexible. It should not be

250
regid.
251
252
253
 (Test) Test Testum
(Some Special type of earthen pot)

Examination Examine Examen

(The Pointer of balance)

254
 (Diagnostic Evalution)

(Prognostic Evaluation)

255
 Objectivity

Validity

(Utility)

(Continueous)

(Past of Teaching Learning Process)

(Comprehensineness)

(Essay type) (short Answers &

Very short answers type, questions) (Objective type Questions).

Anectodal Record)
256
 Cumulative Record)

Check Lists)

Rating Scale)

(Aptitude Tests)

Attitude Tests)

Case Study)

Projective Technique)

Sociometric Method)

Continuous)

257
(Comprehensive)

Co Currientar Activitites

258
259
 50

6 8 7 16 37
1 B1
C2 B1 B2 B1 B1
2

A1 C1
A2 C2
B1 D1
B2 D2

260
 A1
A2 B1 B2 C1
C2 D1 D2.
SCERT

261
 I

20 % 20% 20% 40% 100%

10 10 10 20 50

1 5 5 5 20

2 5 5 5

10 10 10

262
 1 5 25

2 8 40
3 4 20

4 3 15

20 100

1 2 4 8 40
2 5 1 5 25
3 14 1/2 7 35

20 100%

263
 I II III IV

II

III

IV

264
 (Summative Assessment) :

1 24 30
2 36 45
3 20 25
80 100

1 5 8 40 50
2 2 2 4 5
3 16 1 46 20
4 20 1 20 25

265 80 100
 1 8 8

4 1 4
1
4 1 4

4 1 4

4 1 4=24 30

1 2 2

1 2 2

1 8 8
2
1 8 8

1 8 8

1 8 8 =36 45

10 1 10

8 1 8

2 1 2=20 25

80 100

1 24 30
2 36 45
3 20 25

80 100
266
 (Blue Print)

267
I

268
II.

269
270
Regd. No : Marks

1-17 18 - 23 24 - 43

24 36 20 80

271
272
1

273
 20,21,2
1 - 2-17 18-19 - - - - - 24-43
1 2,23
2
3
4
5

(Stuolents Academic Performance Register)

274
275
(Blue Print)

276
277
278
279
 "A Teacher is a permanent
Student"

280
 (Subject Forums)
Blogs, Website

APPEP,
DPEP, SOPT, UEE, CLIP, CLAP, LEP

281
(Activity Oriented) (Participatory
Approach)

(Professional Standard)

(Dynamic
Teaching Methods)

"The Teacher

282
should be a reflective Teacher"

283
(Multilingualism) (Language across Curriculum)

(Action
Research).

284
285
 (Early literacy)
(Multilingualism)

(Reflective Journals)

286
 (Subject Forum)

APeKX

287
''Teacher should be a reflective teacher''

''Wings of Fire'' Dr. A.P.J. Abdul Kalam

288