WHY LEARNING OUTCOMES - · PDF fileWrite an article on the lesson of love, ... MCB Unit 1 :...

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WHY LEARNING OUTCOMES

A course is more than a set of its learning outcomes. The learning

outcomes specify not only knowledge but also attitude and skills to

be acquired by the students. Through learning outcomes we wish them

to contemplate certain changes in their thinking.

Learning outcomes lay the groundwork for students to know what they

are supposed to be learning. They make it easier for the students to

know where to direct their attention. Learning outcomes reduce the

uncertainty that causes unnecessary anxiety.

Learning outcomes have been made to lay emphasis on the quality of

education. It further includes desirable characteristics of learners,

learning processes, facilities, learning materials, contents, governance

and management. It envisages that all children learn the basics and

have opportunities to acquire the transferable skills needed to become

global citizens. This demands setting goals that are clear and

measurable.

Learning outcomes enable monitoring of quality through assessments

at regional, national, and international level. The learning outcomes

for each class not only help the teachers to direct their teaching-

learning in the desired manner but make all stakeholders responsible

and alert towards their role for ensuring quality education.

X – 3

Comprehension

Characterization

Vocabulary

Grammar – Phrasal verbs

Third person narrative mode

Writing an article

• Analyse the circumstances thatforced the two boys to work so hard

• Compare your lives to those of thetwo boys in the story

• Explain how the story promiseshope for society

• Argue convincingly that no work isdemeaning

Analyse & evaluate qualities of agentleman to write a character sketchof the two young boys

Express to infer meanings ofunfamiliar words

Relate phrasal verbs to theirmeanings

Rewrite part of the story in the thirdperson

Write an article on the lesson of love,faith & trust – Outcome : To actaccording to a sense of what’s rightand wrong to imbibe the virtue ofintegrity.

Analyse,

compare

explain, argue,

convince

Relate, brainstorm,identify, evaluate,think critically,summarise, cluster

Think critically,guess, demonstrate

Relate, interpret

Collect, recall,develop basicunderstanding ofnarrative technique

Infer, relate, prepare,express, internalize

PRE-MID TERMENGLISH

Topic : Two Gentlemen of Verona by A.J. Cronin (Fiction 1) Month : April

Content Learning Outcome Skill

Prescribed Books :1. Literature Reader (CBSE)2. Main Course Book (CBSE)3. Work Book (CBSE)

X – 4

Diary entry

Class Discussion

MCB Unit 1 : Health &Medicine : Biosketch

Work Book : Tenses

Characteristics, habitat ofthe frog and the nightingale

Desirable & undesirabletraits

Characterisation

Summarise main ideas in a diary entry

Bring out the impact of war on theenvironment and human health todevelop sensitivity towardsenvironment

Write a multi-paragraph profile of acharacter/person

Short Writing/Speaking Task usingappropriate tenses

List characteristics of frog &nightingale

Classify (from table) characteristicsas positive or negative

Discuss differences between the twomain characters from the story andwrite a character sketch of each

Summarize,construct, apply,develop, edit,incorporate sentencevariety

State,argue,convince, problemsolving

Write to describe

Recognize anddistinguish amongsimple present,present progressive,and present perfect;simple past, pastprogressive and pastperfect verb forms

Discuss, compare,contrast, brainstorm

Apply knowledge tocategorize, differen-tiate, classify

Differentiate, describe,synthesize, applyknowledge,illustrate,characterize,organize, develop aparagraph


Topic : MCB & Work Book Month : April

Topic : The Frog and the Nightingale by Vikram Seth (Poem 1) Month : April

X – 5

Relate to figures from history

Words related to music

Soft and harsh consonantsounds and their implication

‘Spoof’ as a genre

Poetic Devices-personification, simile, irony,rhyme scheme

Comprehension : Convincethat ‘A poor self-image cando irreparable damage to us’

Diary entry

Group work – Create adialogue / Enactment


Draw a comparison of the maincharacters in the poem with thosefrom history

Identify from the poem words relatedto music, musical notes etc.

Identify & differentiate words fromthe poem that convey pleasant/unpleasant sounds

Recognize the poem as a spoof on thepresent society

Recognize and list the poetic devicesfound in the poem

• Organize & present thoughts in areasonably logical & fluent manner

• Comment critically on thefoolishness of the bird, highlightingher weakness that led to herdownfall, reflecting sensitivitytowards the naive

Evaluatively write a diary entryusing the vocabulary of feelings andhighlighting the fears of thenightingale to analyze the reasons forher failure

Create imaginary dialogues on givensituations from poem for classperformance.

Extrapolate, compare,contrast, evaluate,relate

Develop ability toappreciate poetry

Infer, appreciate

Infer, relate,extrapolate, developdefinition of the term‘spoof’

Develop ability andknack of identifyingfigurative devices,track, locate, name

Develop thoughts,express, verbalize

Highlight, analyze,assess, assemble,express, thinkcritically

Construct, developshort script, create,role play, thinkcritically, analyse,evaluate

X – 6

Behavioural pattern

Comprehension(Behavioural Pattern- Falsepride among women of therich and elite society)

Literary Devices

Vocabulary

Characterization

Literary Terms

Expression

Enactment


After completing the lesson thestudents will be able to :

Apply prior knowledge to completeweb chart giving reasons for whypeople hunt

• Describe the process & theconsequences of shooting.

• Comment critically on the cruelty ofthe civilized people who kill wildanimals for the sake of false pride

Develop definition of oxymoron bypicking examples from the lesson anddemonstrate its use

Apply new vocabulary to make originalsentences

Write a character sketch of thecentral characters

Develop definition of the term satire,and justify the story as a satire

Comment on the description of thetiger to reflect understanding of senseof humour

Construct dialogues on situationsfrom the story and enact them

Brainstorm, recallfrom prior under-standing, list, apply

Describe, explain,exhibit, problem-solving approach,decis ion-making,imbibe feeling ofempathy, makedecisions effectively,develop sensitivitytowards animalenvironment

Develop, relate,apply

Apply, demonstrate,construct

Analyse, evaluate,Illustrate, charac-terize, organize,develop a paragraph

argue, justify, persuade,reason, define

Express, describe,show appreciationfor sense of humour

Construct, Greatedevelop short script,role play

Topic : Mrs. Packletide’s Tiger by Saki (Fiction 2) Month : May

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MCB Unit 1 : Health &Medicine (contd.)Email writing

Work Book : ReportedSpeech, Determiners

Knowing the poet

Warming up

Comprehension :Appreciation of poem

Writing a speech

Write an email to a friend/relative toconvey message/thoughts/ideas etc.

• Change the direct speech into thereported speech

• Change questions into the reportedspeech

• Change commands into reported speech

Ascertain by inquiry interesting factsabout the poet

Record qualities of a mirror &describe your reaction on seeing yourflaws.

Locate egs. of personification,imagery, simile, metaphor and definethem, explaining how they enhancewriting in communicating thethoughts & ideas

Demonstrate effective writing skillsthrough a speech in the written form

Select and use theappropriate strate-gies and thelanguage cueingsystems andconventions before,during and afterwriting to ensureeffective communi-cation of ideas

Use Direct & IndirectSpeech correctly andfor required effect

Net-surf, research,discuss, inquire,ascertain

Describe, associate,collect, thinkcritically

Locate,appreciate, interpret,apply, define, justify

Format, thinkcritically, develop

Topic : MCB & Work Book Month : May

Topic : Mirror by Sylvia Plath (Poem 2) Month : May

X – 8


Tone

Listening task

Comprehension

Introduction

Vocabulary

Expression

Grammar, vocabulary

Examine the tone of the poem

Listen with the purpose of comparingin terms of theme, tone, and languageused

Explore the emotions of pain, agonyand rejection undergone by thewoman and develop sensitivitytowards women in their aging processkeeping in mind the biological processthey undergo.

Be sensitized towards causes andeffects of neglect towards the elderly

Pick out words & phrases from storythat build up the atmosphere ofloneliness & grief

• Highlight the terror of the youngbirds whose parents were killed byAli.

• Emphasise on the loneliness &isolation suffered by the aged &senior citizens of the society

• Develop values of respect andsensitivity towards the elderly

Deduce logically the meanings ofcertain expressions from the text

ideas/ thoughts,organize, establish

Reflect, examine

Compare, comment,express

Develop values ofsympathy &empathy, analyseproblem, thinkcritically, generatesolution

Relate, discuss,examine, developvirtues of caringtowards the elderly

Locate, select, thinkcrucially

Explore, analyze,express, react,develop sensitivitytowards the naturalenvironment

Think critically,guess, deduce,demonstrate

Lesson : The Letter by Dhumketu (Fiction 3) Month : July

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Behavioural pattern

Enactment

Diary entry

Work Book Unit-2 : EducationWork Book : Sub-VerbAgreement

Preparation, warming up

Using specific examples from text,illustrate aspect of loneliness amongthe elderly, and analyze Ali’s desire toget a letter from his daughter

Evaluatively construct a dialoguebetween the postmaster & hisdaughter for enactment

Expose the anxiety of the postmaster as he waits anxiously for thenews of his daughter, thus fosteringvirtue of resilience & stressmanagement

Avoid errors in subject-verbagreement in written assignments

• List a few things that survive fourto five hundred years into thefuture.

• List ten things that will perish withthe passage of time

Identify, i llustrate,explore, analyze,

Evaluate, create/develop short script,role play

Infer, summarize,construct, apply,develop

• Identify singular &plural subjectverbs

• Choose appro-priate verbs toagree withsingular, plural &compound subjects

• Choose appro-priate verbs toagree withcollective noun

Brainstorm, thinkcritically,recall, list

Lesson : Not Marble, nor the Gilded Monuments Month : July by William Shakespeare (Poem 3)

MCB & Work Book Month : July

X – 10


Comprephension /Appreciation ofSonnet as a form of poetry

Subdivisions in a sonnet

Poetic Devices : Use ofAlliteration to heighten themusicality of the sonnet

Class Discussion

Formal LetterLetter to the EditorLetter for Enquiry

Introduction of poet and hisworks

Class discussion

Comprehension :Theme – Time/Irony –Everything perishes withtime

Structure of a sonnet

Logically describe the features of asonnet after listening to a recordingof it on Youtube.

• Analyse critically to break down thestructure of a sonnet and bring outthe theme of each unit of the sonnet.• Link them to the central theme.

Critically appreciate the poem to writeexamples of Alliteration from thepoem

Highlight critically the ravages oftime on monuments & suggestsustainable practices

• Explore the appropriate languageand expression associated with aformal

• Use an appropriate format to writeletters

Write a brief biosketch of P B Shelley.List any five of his famous poems

Examine analytically to completeweb-chart and write a paragraph onyour impression of the ruler

Effectively bring out the irony in thepoem to reveal and affirm the virtueof humility

Factually break down the sonnet intosmaller units and identify the conflictand the resolution

Listen, explain, list

Assimilate, analyze,categorize,appreciate

Identify, appreciateuse of poetic devices,explain, define

Identify andimplement

Communication,Express, relate,organise ideas.

Research, organize,compile

Interpret, guess,organize, thinkcritically, examine,evaluate

Synthesise, evaluate,explain

Analyse, simplify,explain

Lesson : Ozymandias (Poem) by Percy Bysshe Shelley (Poem 4) Month : July

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Identify and list the poetic devicesused by the poet

Using suitable words and expressionsto demonstrate extrapolativeunderstanding of poem through adiary entry bringing out the regret ofthe ruler

Analyse and draw a comparisonbetween the sonnet with ‘NotMarble...’ in terms of the treatment ofTime by the two poets.

Critically analyse reasons for theabuse, loneliness and harassment ofthe elderly and discuss how they canbe helped, bringing to light theirfeelings of loneliness & grief.

Justify the irony in the title of the play

Compare and contrast Henry’scharacter with that of his wife

Establish logically that grandfather isnot entirely right in moving away fromhis daughters

Understand, utiliseprior knowledge toidentify poeticdevices

Extrapolate, thinkcritically, organize,infer, summarize,construct, apply,develop, edit,incorporate, sen-tence variety

Analyse, synthesise,compare, correlate

Examine, brainstorm,think critically,develop virtues ofcaring towards theelderly

Evaluate, justify,support, criticalthinking

Evaluate, interpret,critique, judge, supportwith evidence, thinkcritically

Assess, extrapolate,judge, justify,express fluently,

Poetic Devices–alliteration,synecdoche, irony, metaphor

Writing task–Diary Entry

Comparison of two sonnets

Introduction

Comprehension

Differences between &similarities in centralcharacters

Group discussion

MID-TERMLesson : The Dear Departed by Stanley Houghton (Drama 1) Month : August

X – 12


Diary entry

Class discussion

MCB Unit 3 : Science

Work Book : Non-F inites,Connectors

Warming-up-Exposure tovocabulary related to ghosts

Critically express in your own wordsthe bewilderment of Victoria causedby the quarrel over the inheritance ofgrandfather’s property

Stanley Houghton satirizes (criticises)the degradation of moral values inrespect and care within the membersof the family itself. Discuss thepossible reasons for this degradation.• Write three measures that can be

taken to inculcate these moralvalues

• Write three measures that can betaken to create a lovingatmosphere for the elderly.

Write a Speech/Report

Identify and classify nouns

After completing the lesson thestudent will be able to :

Relate words/expressions associatedwith ghosts/ghost stories with theircorrect meanings

think critically,convince

Conclude, support,infer, reflect,summarize, construct,develop, incorporatesentence variety

Imbibe values ofcompassion & caretowards the elderlyto be able to providea healthy &congenial envt. forthem, argue andreason

Use words related tonew inventions,space travel etc.

Use language struc-tures and conven-tions effectively andappropriately tocreate and interpreta wide range of texts

Discover, thinkcritically, puzzle-out,derive

Topic : MCB & Work Book Month : August

Lesson : A Shady Plot by Elsie Brown (Fiction 4) Month : August

X – 13


Context clues

Literary terms

Vocabulary, Expression

Characterization

Comprehension

Story making

Genre

Class Discussion

Ask questions and predict what thestory will be about

Derive meaning of the term ‘dialect’–explain how the cook’s dialect differsfrom that of the narrator and his wife

Use given ghost phrases in sentencesof your own to explore & infermeaning

Critically evaluate traits to write acharacter sketch of the maincharacters

Demonstrate literal and inferentialcomprehension through participationin discussion about difficulty amongthe non-living to take form and shape

Write a ghost story on the basis ofgiven specifics and useful words &phrases

Explain analytically to justify theexamples that make the storyhumorous

Give your opinion on how summoningghosts can be harmful for theenvironment and develop sensitivity

Relate to content,assess, think aloud,rule out, emphasise,develop problemsolving approach

Derive definition ofdialect, illustrate,exemplify, compare,contrast, differentiate

Explore, infer,express, create,construct

Analyse, evaluate,think critically,analyze, synthesizeDescribe, synthesizeknowledge, illus-trate, characterize,organize, develop aparagraph

Interpolate, extra-polate, giveexample, infer

Create, apply, constructsyntactically correctsentences

Synthesize, classify,think critically, justify

Argue, reason,convince, utilize,critical thinking and

X – 14


Listening task

MCB Unit 4 : Environment

Work Book : Modals

Pre-reading Class discussion

Evaluation

Characterization

effective reasoningskills

Reason, compre-hend, infer, developproblem solvingapproach

Formatting, Identify,recognize & usewords related toenvironment, conser-vation, sustainability

Use structures &conventions appro-priately andeffectively

Organize, presentthoughts

Infer, evaluate, recall,apply, state,comprehend, support

Refer (dictionary),comprehend, apply,evaluate

& compassion for those on the otherside of life.(Cite egs from the text)

Listen for the purpose of followingdirections and complete a shortlistening task

Letter to editor, newspaper report

Use modals correctly across a rangeof contexts

Speak about their strengths &weaknesses to correlate theirstrengths & weaknesses with theirdream careers

Summarise facts & inferences, toevaluate the text before answeringquestions.

Analytically write character sketch ofcentral character (Patol Babu) usinggiven words, adding some more fromprior knowledge

POST MID-TERMTopic : Patol Babu, Film Star by Satyajit Ray (Fiction 5) Month : October

MCB & Work Book Month : October

X – 15


Grammar (Phrasal Verbs)

Writing Task (Letter)

Enactment

Listening Task

MCB & WorkbookUnit 5 : Travel and Tourism

Formal Letter(Complaint, Placing order)

Comprehend, apply,interpret, create

Analyse, observe,review, infer,evaluate, articulate,develop, edit, incor-porate sentencevariety

Prepare, organise,deliver & present,intonation, make eyecontact

Listen, comprehend,recall, answer

Design, use wordsrelated to tourismindustry, geography,topography

• Organize,evaluate,articulate, record,incorporatesentence variety

Relate phrasal verbs with givenmeanings

Using correct format & suitablevocabulary write a letter of thanks toexpress your excitement and deepsatisfaction at being given a role ina film, however small.

Practise writing as a process ofmotivated inquiry, engaging otherwriters’ ideas as they explore anddevelop their own by demonstratingskills needed to participate in aconversation that builds knowledgecollaboratively

Listen evaluatively with the purposeof answering inferential,extrapolative Qs & MCQs

Prepare/create Itinerary, TouristBrochure

• Use appropriate style and formatof writing letters

• Use appropriate language andexpression of writing a letter

X – 16


Class Discussion–Intro-duction to life of S.T.Coleridge

Introduction-Ballad poetry

Vocabulary (Archaic words)

Poetic Devices

Supernatural Element

Themes

Group Work–Dramatization

Moral

Based on the introduction, write abrief biosketch of the poet, and thecontext in which the poem waswritten

Write features of Ballad poetry

Apply understanding to interpretmeanings of archaic words/expressions

Locate examples of poetic devicesand substantially explain themeanings of the words/expressions

Critically appreciate the poembringing out the supernatural element

Explore the various themes in thepoem & write a brief comment onthem (Sin & redemption, respect fornature)

Execute different dramatic momentsin the poem to develop criticalunderstanding of significant themesin the poem

Highlight and justify the moral–Nature should be respected to fostersensitivity for all creations of Godand to imbibe virtue of compassion

Research, organize

Identify, correlate, list

guess,infer, apply

Apply,infer, explain,sustantiate

Analyse, synthtesise,evaluate, comment

Analyse,list, comment

Analyze, synthesize,perform, role play

Comment, explain,justify

Lesson : The Rime of the Ancient Mariner Month : October–November by S.T. Coleridge (Poem 5)

X – 17


Class Discussion

Computer-related vocabulary

Comprehension

Moral

MCB & WorkbookMCB Unit 6 : NationalIntegration

Introduction–ClassDiscussion

Description

Vocabulary

Poetic Devices

Enumerate advantages & disadvan-tages of computer games

Explain how psycho-drive andinteractive games are played todiscover & develop meaning of‘virtual’

Summarise thoughts & views toanswer inferential and extrapolativequestions

Justify the value (compassiontowards fellow beings)

Film Review

Estimate & debate emotions of bothhorror and fascination generated atthe sight of a snake

Distinctly interpret the suggestiveexpressions used by the poet to givea vivid description of the snake.

Explain meanings of difficult words/expressions

Identify & make a list of the poeticdevices and explain the meaning ingiven context

Relate, list, developability to participateconfidently andeffectively in classdiscussions

Discover and develop

Demonstrate theability to support aposition by citingspecific details fromwhat they have read

Comment, justify,develop, analyse

Use words related tofeatures of a region;words used in filmreviews

Imagine, thinkcritically, relate,discuss

Comprehend,infer, explain

Comprehend,simplify, express

Comprehend, apply,infer, explain

Lesson : Virtually True by Paul Stuart (Fiction 6) Month : November

Lesson : Snake (Poem) by D.H. Lawrence (Poem 6) Month : November

X – 18


New Poetic Devices(Sibilance, Blank Verse,Allusion)

Writing Task–Diary Entry

Calligram

Warming up :Ancient Times vs. ModernTimes

The belief in omens–Classdiscussion

Evaluation

Blank Verse

Irony in dialogue

Identify the new poetic devices andcomment on their use

• Demonstrate understanding ofpoem through a diary entrybringing out the conflict betweencivilized social education andnatural human instincts and fosterfeelings of admiration & respectfor the animal kingdom.

• Identify and implement practicesof sustainability of naturalenvironment

Creativelycompose a calligram onany topic/subject of your choice.

What leads a person(s) to assassi-nate a leader or prominent person

Analytically comment on people’sbelief in omens & superstitions &explain their significance in thecontext of the play

Answer factual, inferential, evaluativeand RTC questions

Analyse critically to explore & defineblank verse

Write a critical appreciation of MarkAntony’s speech, highlighting the useof irony to undermine honourable anddisprove ambitions.

Identify, apply,explain, appreciate,justify

Comprehend, evaluate,illustrate, organize,fluency

Understand, imagine,create, compose

Develop a definitionof the term‘assassination’

Comment, discuss,relate, internalize

Infer, evaluate,

recall, apply, state

Analyse, explore,relate, define

Think critically,analyze

Topic : Julius Caesar by William Shakespeare (Drama 2) Month : November–December

X – 19

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X – 20


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(ebZ)

X – 21


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(ebZ)

X – 22


* y[kuoh vankt

* i=kys[kuμ(vkSipkfjd)

* okD; Hksn (jpuk osQ vk/kjij)

* ekuoh; d#.kk dh fnO;ped

* inifjp;&fozQ;k* vifBr (x|ka'k)

* vfHkO;fDr]l`tukRedrk] fyaxlekurkijd fopkj

* oSpkfjdrk]vkys[kuLrj

* O;kdjf.kd Lrj]vocks/u {kerkLokè;k;

Z* lkfgfR;d Kku]

dykRedrk

* uSfrd Lrj]oSpkfjdrk] o.kZudkS'ky] fyaxlekurkijd fopkj

* vocks/u {kerk]Lokè;k;

Hkkf"kd tkx:drk

* O;aX;kRed fo/k ;qDr ,slh dgkuh dkys[ku ,oa iBu dj losaQxh ftlesa fyaxvlekurk dks egRo u fn;k x;k gksrFkk fdlh leL;k dk lek/ku HkhgksA

* ;k=kkvksa easa gksus okyh i;kZojf.kd mis{kkvksaij fopkj&fofue; dj fu;ekofycukdj iz/kukpk;kZth dks i=k fy[klosaQxhA

* okD;&Hksn (jpuk osQ vk/kj ij) osQvH;kl osQ ekè;e ls O;kdjf.kd Lrjdk fodkl dj losaQxhA

* iQknj dkfey cqYosQ osQ thou ,oa fganh

Hkk"kk osQ fodkl esa fn, x, ;ksxnku ls

ifjfpr gks iQknj dkfey cqYosQ ij

dykRed izLrqfr rS;kj dj losaQxhA

* ^ô`{kksa dh Nk;k iwoZtksa (pkgs os L=kh gksa

;k iq#"k lHkh) osQ vk'khokZn osQ leku

gksrh gSA** bl tkudkjh ls Nk=kkvksa dks

o`{kj{k.k dh izsj.kk feysxh rFkk os ,sls

gh vius fdlh vknj.kh; O;fDrRo dk

o.kZu dj losaQxhA

* inifjp; (fozQ;k) ,oa vifBr (x|ka'k)

dk vH;kl dj losaQxhA

(ebZ)

eè; l=k tqykbZ

X – 23


* mRlkg ,oa vV ugha jgh* jl* vifBr (leL;kRed i|ka'k)

* ;g narqfjr eqLdku* iQly

* foKkiu

* jl* in ifjp;μfozQ;k fo'ks"k.k

* tktZ iape dh ukd

* fuca/ (O;aX;kRed)

* izo`Qfr izse]vfHku; dkS'ky

* lkfgfR;d izse]dkO;ikBu]dykRedrk]vkRefo'okl

* tkx:drk

* fparu izo`fÙk]dkO;ys[kudkS'ky

* uSfrdrk] ltukRedrktkx:drk

* ijLij laca/]thouewY;]dkO;ys[ku dkS'ky

* Hkk"kk dh 'kq¼rk]lkfgfR;d Kku

* O;kdjf.kd cks/

* HkkokRedrk]oSpkfjdrkrkfdZdrk

* oSpkfjd {kerk]l`tukRedrk

* ½rqvksa dk egRo crkus gsrq Nk=kk,¡ ½rqvksadk :i /kj.k dj laokn okpu djrsgq, vfHkuhr Hkh dj losaQxh ftlls osizo`Qfr osQ xq.k tku losaQxhA rFkk mulstqMs jl esa mnkgj.k ns losaQxhA

* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj lw;Zdkarf=kikBh fujkyk osQ thou vkSj lkfgR;ls ifjfpr gks mu ij dykRed izLrqfrrS;kj dj losaQxh rFkk mudh fdlhizfl¼ dfork dk okpu@xk;u Hkh djlosaQxhA

* vifBr i|ka'k dk vH;kl dj losaQxh

* fn, x, 'kCnksa osQ rqdkUr 'kCn cukdfork ys[ku dj losaQxhA

* f'k'kq dh eqLdku cuh jgs rFkk mldke fo"k; mTToy jgs blfy, iksfy;ksosQ jkasax ls cprs osQ fy, nks cw¡n nokfiykus dh tkx:drk iSQykrs gq, foKkiufy[k losaQxhA

* ^îzo`Qfr gks ;k lekt lHkh osQ dkelg;ksx ls gh iwjs gksrs gSaA** lg;ksx dhbl Hkkouk osQ egRo dks tku lg;ksxij dfork fy[k losaQxhA

* jl fu/kZj.k ,oa mnkgj.k fy[kus dkvH;kl dj losaQxhA

* in ifjp; (fozQ;k fo'ks"k.k) dk vH;kldj losaQxhA

* ^L=kh gks ;k iq#"k lHkh esa pkVqdkfjrkdk c<+rk pyu* fo"k; ij lkewfgdxks"Bh dj losaQxhA

* O;aX;kRed fo/k ls ifjfpr gks ns'k dhi=kdkfjrk dh leL;kvksa osQ lek/ku

X – 24


* in ifjp;&iqujko`fÙk

* jke&y{e.k&ij'kqjke laokn

* i=k&ys[ku (vukSipkfjd)

* in&ifjp;μ(leqPp;cks/d,oa foLe;kfncks/d)

* ,d dgkuh ;g Hkh

* fuca/ (uSfrd ewY;)

* O;kjf.kd tkx:drk

* lkfgfR;d izse]fp=kkRedrk

* xs;rk] laxhrkRedrk* leL;k osQ lek/ku

dh {kerk]ys[kudkS'kypfj=k fuekZ.k

* O;kdjf.kd tkx`fr

* rkfoZQdrk]lkekftd tkx:drk

* vkRefo'okl]leL;k&lek/ku dh{kerk

* o.kZukRedrk

ij fopkj&fofue; dj ,d O;aX;kReddgkuh@dfork@fuca/ fy[k losaQxhA

* in ifjp;&iqujko`fÙk dj losaQxhA

* lkfgfR;d i;kZoj.k osQ fodkl gsrqegkdfo rqylhnkl osQ thou ,oalkfgfR;d fof'k"Vrkvksa ls ifjfpr gksfp=kkRed izLrqfr rS;kj dj losaQxhA

* jkepfjrekul osQ va'kksa dks xk losaQxhA* ozQks/h vkSj vgadkjh O;fDr osQ O;ogkj

tfur leL;kvksa dks lqy>kus osQ mik;ksaij fopkj fofue; dj mudk o.kZudjrs gq, vius fe=k dks i=k fy[klosaQxhA

* in ifjp; dk vH;kl dj losaQxhA

* ^lkekftd i;kZoj.k esa L=kh gks ;k iq#"kmuosQ jax:i dk muosQ O;fDrRo osQfodkl esa cgqr cM+k gkFk gksrk gS* fo"k;ij okn&fookn dj loasQxhA

* ikfjokfjd fj'rksaa osQ egRo vkSj izHkkols ifjfpr gks Nk=kk,a ikfjokfjd leL;kvksadks lqy>kus esa l{ke gksaxh rFkk fdlhdh f'kdk;r ij tc fdlh cM+s usmUgsa MkaVk gks ,slk dksbZ vuqHko lquklosaQxh rFkk rRlaca/h fuca/ fy[k losaQxhA

vxLr

X – 25


* O;kdjf.kd Lrj

* lkfgfR;d izse]vkys[ku dkS'ky

* pfj=k fuekZ.k]dykRedrk]fu.kZ;kRed {kerk]fy ax lekurkijdfopkj

* fozQ;k'khyrk] cqf¼pkrq;Z

l``tukRedrk

* Hkkf"kd dkS'kyvkRefo'okl

* O;ogkfjdrk]vkys[ku dyk]pfj=k fuekZ.k] fyaxlekurkijd fopkj

* oko~QdkS'ky]dYiukRedrk

* lkfgR;d tkx:drk

* in&ifjp;μlaca/cks/d

* L=kh f'k{kk osQ fojks/h oqQrdks±dk [kaMu

* fuca/

* okP;&Hksn

* Nk;k er Nwuk

* jl

* in&ifjp; osQ vH;kl ls O;kdjf.kdLrj esa o`f¼ dj losaQxhA

* lkfgfR;d i;kZoj.k cukus osQ fy,egkohj izlkn f}osnh dh lkfgfR;dHkk"kk&'kSyh vkSj muosQ thou ls ifjfprgks muosQ fgUnh lkfgR; osQ izfr ;ksxnkucrkrs gq, vkys[k rS;kj dj losaQxhA

* fyax vlekurk dh mis{kk djrs gq,Hkkjrh; laLo`Qfr esa fL=k;ksa osQ ;ksxnkuij ,d lfp=k dykRed izLrqfr rS;kjdj losaQxh ftlls muosQ uSfrd ewY;ksaesa o`f¼ gks losQxhA

* udkjkRed yksxksa osQ oqQrdks± ls mRiUuleL;kvksa osQ fuokj.k esa leFkZ gksus osQfy, ûj&ukjh ,d leku*&fo"k; ijfuca/ fy[k losaQxhA

* okP; osQ Hksn osQ vkèkkj ij xfrfof/;kalh[ksaxhA

* fyax vlekurk dh mis{kk djrs gq,lq[k&nq[k ls ;qDr thou osQ dBksj ;FkkFkZrkdks igpku dj vius rukoksa ls eqDrgksus osQ fy, /S;Z] mRlkg] ,dkxzrk]lkgl rFkk vkRefo'okl vkfn xq.kksa dhegÙkk crkus okys vkys[k fy[k losaQxhA

* êsjh pkg* xfrfof/ osQ varxZr viuhpkg ,d iphZ esa fy[kdj ,d=k djfiQj fdlh ,d iphZ osQ fo"k; ijvk'kqHkk"k.k ns losaQxhA

* jl dk vH;kl dj loasQxhA

X – 26


* iqujko`fÙk* O;kdjf.kd vH;kl i=k (1)

* lkuk&lkuk gkfFk tksM+h

* vifBr x|ka'k

* okP; jpukraj.k

* ukScr [kkus easa bcknr

* iqujko`fÙkizFke l=k dh ijh{kk

* flfDde dh jkt/kuh xarksd osQ izkoQfrd,oa lkaLoQfrd i;kZoj.k ls ifjfpr gksdjxarksd ij ,d dykRed izLrqfr rS;kjdj losaQxhA

* izko`Qfrd lkSUn;Z osQ ihNs fNih dVq;FkkFkZrk ls voxr gks thou dh èkwi&NkaoosQ ruko dks nwj djus esa l{ke gksusosQ fy, fdlh fojks/h ifjfLFkfr dhdYiuk dj mls lqy>krs gq, ukfVdkizLrqr dj losaQxhA

* xkbM L=kh gks ;k iq#"k dh fof'k"Vrkvksadk o.kZu djrs gq, vkys[k fy[k losaQxhA

* vifBr x|ka'k dk vH;kl djsaxhA

* okP; jpukraj.k dk vH;kl dj losaQxhA

* mLrkn fcfLeykg [kku osQ thou ,oaxq.kksa ls ifjfpr mu ij ,d lfp=kizLrqfr rS;kj dj loasQxhA

* tuekul esa fnu&izfrfnu yqIr gksrhdykfiz;rk rFkk dykdkjks a ls tqM+hdykdkjksa dh ekufld] vkfFkZd leL;kvksaij fopkj&foe'kZ gsrq fyax vlekurkdh mis{kk dj vius fiz; dykdkj lslaokn izLrqr dj losaQxhA

* iqujko`fÙk

* lkaLo`Qfrd Kku]izo`Qfr izse

* vkykspukRed lksp]l`tukRedrk]vfHku;dkS'ky

* drZO;cks/ vfHkO;fDrLrj

* Lokè;k;]vocks/u {kerk

* Hkkf"kd dkS'ky

* uSfrd ewY;]vkys[ku dyk

* oSpkfjd fofue;]l`tukRedrk]fyax lekurkijdfopkj

(flracj)

mÙkj eè; l=k (vDVwcj)

X – 27

* foKkiu

* dU;knku

* pfj=k ys[ku

* okP;

* ,gh BSa;k >qyuh gsjkuh gks jkek

* i=kμukSdjh osQ fy,(vkSipkfjd)

* in ifjp;μiqujko`fÙk

* cukjl dh egÙkk dks n'kkZrs gq, foKkiucuk loasQxhA

* yM+osQ&yM+dh ,d leku ekudj ukjhlqj{kk osQ izfr tkx:drk dk izlkj djrsgq, yM+fd;ksa dh lqj{kk osQ mik;ksa ijppkZ dj Hkk"k.k izLrqr dj losaQxhA

* lekt lsok] drZO;fu"Bk] vkRefo'oklbR;kfn uSfrd ewY;ksa ls ;qDr ukjh osQpfj=k ls vusd :iksa ij ,d izLrqfrrS;kj dj loasQxh ûkjh ,d :i vusd*A

* okP; osQ vFkZ iz;ksx ,oa Hksn le> djvH;kl dj losaQxhA

* ns'k osQ Lora=krk&laxzke dh xfrfof/;ksals voxr gks fdlh ,d ns'kHkDr osQlkFk ,d lk{kkRdkj izLrqr dj losaQxhftlls vkt dh leL;kvksa osQ lek/kuksadk Hkh mYys[k gksxkA

* dyk txr esa yM+osQ&yM+fd;ksa dks izkIrgksus okys HksnHkko vkSj mlls mRiUuekufld izo`fÙk;ksa dh vlekurk ijizslokrkZ rS;kj dj d{kk esa izLrqr djlosaQxhA

* laiknd osQ :i esa fo|ky;h; xfrfofèk;ksadh fjiksVZ fy[k losaQxhA

* ukSdjh izkfIr esa gksus okyh leL;kvksa lsvoxr gksus osQ fy, ukSdjh osQ izkfIrgsrq i=k ys[ku dj losaQxhA

* in ifjp; dk vH;kl dj losaQxhA

* lkaLo`Qfrd izse]l`tukRedrk

* tkx:drk dk Lrj]Hkk"k.kdkS'ky]fyax lekurkijdfopkj

* Hkk"kk 'kSyh ,oavfHkO;fDr {kerk

* vocks/u {kerk]cqf¼pkrq;Z

* lk{kkRdkj izLrqfr dh{kerk] leL;k;ksa osQlek/ku dh {kerk

* dykRedrk]oSpkfjdrk]lkekftd tkx:drk]fyax lekurkijdfopkj

* lkekftd tkx:drk]vkys[kudyk

* vocks/u {kerk]i=kys[ku dyk

* Hkkf"kd dkS'ky


(uoEcj)

X – 28

* ^L=kh gks ;k iq#"k lHkh osQ fy, r`".kk]bZ";kZ] fyIlk] niZ] ozQks/μvk/qfud lH;rkdh nsu* fo"k; ij ,d lkewfgd xks"Bhdj losaQxh ftlls bu Hkkoksa ls tfurleL;kvksa dks lqy>k losaQxhA

* ^^vk/qfud ,oa izkphu laLo`Qfr dkrqyukRed vè;;u** fo"k; ij laoknokpu dj losaQxhA

* e'khuh ;qx esa izkphu vkSj vk/qqfudlkaLo`Qfrd&i;kZoj.k ij okn&fookn djlosaQxhA

* ^lHkh leL;kvksa dk gy gS ;ksx*&vkèkqfud ;qx dh ekax ;ksx fo"k; ijfuca/&ys[ku dj losaQxhA

* okD; dk vH;kl dj losaQxhA

* nwjn'kZu ij fn[kk, tkus okys laxhr osQfj;fyVh 'kks ij leh{kk izLrqr dj losaQxhftlls Nk=kkvksa esa laxhr&lkfgR; vkSjdyk osQ izfr yxko c<+sxk rFkk mudhvar% izo`Qfr LoLFk gksxhA

* vkilh laca/ lq/kjus rFkk lkekftdi;kZoj.k dks lq[kn cukus gsrq laxrdkjlgk;dksa osQ leku gh lHkh {ks=kksa osQlgk;dksa dh leL;kvksa dks le>djmuosQ lek/ku osQ mik;ksa ij jsfM;ksokrkZ izLrqr dj losaQxhA

* laLo`Qfr

* fuca/ (laLo`Qfrijd)

* okD; (iqujko`fÙk)

* laxrdkj

* lkaLo`Qfrd Kku]fyax lekurkijdfopkj] fopkj&fofue;

* laokndkS'ky]rqyukRedrk

* vkykspukRedrk]uSfrdrk

* vocks/u {kerk]ys[ku dkS'ky

* Hkkf"kd dkS'ky

* Hkkola;e] fyaxlekurkijd fopkj]leh{kkRedrk

* lkekftd tkx:drk]fopkjkfHkO;fDr dyk


okf"kZd l=k (uoacj)

X – 29

* vifBr dkO;ka'k

* okP; ,oa okD; (iqujko`fÙk)

* eSa D;ksa fy[krk gw¡\

* vifBr x|ka'k* in ifjp;μlaiw.kZ iqujko`fÙk

* iqujko`fÙk O;kdjf.kdvH;kl&i=k&2

* laiw.kZ ikB~;ozQe

* vifBr dkO;ka'k dk vH;kl dj losaQxhftlls os fu.kZ;k& Redrk lh[ksaxhA

* okP; ,oa okD; dk vH;kl dj loasQxhA

* izfl¼ lkfgR;dkj vKs; osQ thou&lkfgR; ,oa fof'k"Vrkvksa ls ifjfpr gks,d vkys[k rS;kj dj losaQxh ftllslkfgfR;d i;kZoj.k dh vuqHkwfr gkslosQxhA

* tkiku esa gqqbZ =kklnh dk lkekftd]izko`Qfrd i;kZoj.k ij gq, izHkko dksvius 'kCnksa esa fy[k losaQxhA

* fyax vlekurk dh mis{kk dj viusfiz; lkfgR;dkj ls dkYifud lk{kkRdkjdj loasQxhA

* vifBr x|ka'k ,oa in ifjp; dkvH;kl dj losaQxhA


* laiw.kZ ikB~;ozQe

* fu.kZ;kRedrk]vocks/u {kerk

* Hkkf"kd dkS'ky

* lkfgfR;d tkx:drk]vkys[ku dyk]ckSf¼d Lrj

* i;kZojf.kd tkx:drkvfHkO;fDr {kerk

* lk{kkRdkj n{krk]okd~ dkS'ky

* vocks/u {kerk]Hkk"kk dkS'ky


* laiw.kZ ikB~;ozQe


okf"kZd ijh{kk (ekpZ)

(fnlacj)

okf"kZd l=k tuojh ,oa (iQjojh)

X – 30


flaU/hPre-Mid Term Month : April, May

TERM-I

cjukj eSDisQMsu

gj gky esa ftang jgq

lqj lkeq.Mh

* l;k.kh llq

bLe ,sa bLe ekaflI+kQr Bkfg.k

* vkRefo'okl

* ys[ku dkS'ky

* ikSf"Vdrk dhtkudkjh

* l`tukRedrk

* ladyu* Hkk"kk Kku* fo"k; dh le>

* nwjnf'kZrk

* vfHkO;fDr {kerk

* vocks/u {kerk

* O;kdj.kkRed Kku

* lPph yxu ,oa dfBu ifjJe ls

eqf'dy dk;Z dks Hkh vklku cuk;k tk

ldrk gS] bls tkurs gq, ^êqafgats thoutks eD+lqnq** fo"k; ij Lojfpr ys[k

fy[kus esa leFkZ gksxhA

* vPNs LokLF; osQ fy, ikSf"Vd Hkkstu

osQ egÙo dks le>rs gq, ikSf"Vd [kk|

rFkk muesa ik, tkus okys foVkfeUl ijrkfydk cukus esa leFkZ gksxhA

* 'kkfCnd ,oa yk{kf.kd vFkZ ls ;qDrflUèkh 'kkbjh dks le>rs gq, lkeqfnzd

okrkoj.k esa thou;kiu djus okyksa dk

lfp=k o.kZu djus esa leFkZ gksaxhA

* vk; ls vf/d O;; djus ij gksus

okyh ijs'kkfu;ksa dks tku losQaxh rFkkferO;f;rk dk xq.k viukrs gq, bldk

thou esa D;k ykHk gS bl fo"k; ij

d{kk esa okn&fookn izLrqr djus esa leFkZgksxhA

* laKk ,oa mlosQ Hksn rFkk laKk 'kCnksa lsfo'ks"k.k 'kCn cukus dk vH;kl djrs

gq, funsZ'kkuqlkj okD; fuekZ.k djus esa

leFkZ gksxhA

X – 31


vkleku tk u”kkjks

”keku

”kehj

vifBr x|ka'k

gfjtu tk xq.k

'kkfUr fuosQru

iz;ksx (okP;)

[+kr (xSjnLrwjh)

Hkheks Fkjh

* Kku dk foLrkjHkkokfHkO;fDr

* O;kdj.kkRed Kku

* p;u dkS'ky* cks/xE;rk

* rF; Kku* l`tukRedrk* Hkk"kk Kku

* ladyu* Kku dk foLrkj* ftKklq izo`fÙk

* O;kdjf.kd Kku

* ys[ku dkS'ky

* lkSje.My dks fpf=kr djrs gq, xzgksa]mixzgksa osQ uke ,oa mudh xfrfof/;ksaosQ ckjs esa fy[kdj lquk losaQxhA

* dky ,oa muosQ Hksnksa dk vH;kl djrsgq, fn, gq, okD;ksa dks funsZ'kkuqlkj dkyesa ifjofrZr djus esa leFkZ gksaxhA

* loZuke ,oa muosQ Hksnksa dh tkudkjhgkfly djrs gq, oSdfYid iz'uksa lslgh mÙkj Nk¡Vus esa leFkZ gksaxhA

* vifBr x|ka'k dks i<+dj iz'uksa osQ mÙkjnsus esa leFkZ gksaxhA

* ^^gfjtu osQ xq.k** dfork dk Hkko le>rsgq, oko~Q dkS'ky osQ :i esa izLrqr djlosaQxhA lkFk gh flU/h lUr dfo^pSujkb cpksey lkeh* dk thou ifjp;nsus esa leFkZ gksaxhA

* 'kkfUr fuosQru dh fo'ks"krkvksa osQ ckjses a a tkudkjh izkIr djrs gq, blosQlaLFkkid xq#nso jfoUnz ukFk VSxksj dkthou ifjp; rFkk mudh jpukvksa osQuke fy[kus esa leFkZ gksaxhA

* okP; ,oa muosQ Hksnksa dk vH;kl djrsgq, okD;ksa dk okP; ifjorZu djus esaleFkZ gksaxhA

* flU/h Hkk"kk osQ ys[ku&vH;kl ls viusfiz;tuksa dks [+krq fy[kus esa leFkZ gksaxhA

* ^^Hkhek s Fkjh** dgkuh le>rs gq,^^rbyhe th egkÙke** fo"k; ij vuqPNsnfy[kus esa leFkZ gksaxhA

Mid Term tqykbZ (1&15)

X – 32


VkbVSfud tgk”k tks cM.k

geekuk yÝ+”k

eqgkojs

czgek th Hkqy

'kglokjh

f”kn]

vnn] ftUl

flU/h cksyhv tks cqfu;kn

e”ewu

[+krq (xSjnLrwjh)

* ladyu* fo'ys"k.k* vfHkO;fDr {kerk

* Hkk"kk Kku

* l`tukRedrk

* l`tukRedrk* izLrqfrdj.k

* rF; Kku* fodkl dkS'ky

* Hkk"kk Kku

* Kku dk foLrkj* l`tukRedrk

* l`tukRedrk

* ^VkbVSfud tgk”k tks cM.k* dfork dksHkyhHkk¡fr le>dj mlosQ ckjs easa lfp=ko.kZu djus esa leFkZ gksaxhA

* fla/h 'kCnkoyh HkaMkj esa o`f¼ gksus ls'kCnksa osQ geekuk yÝ+”k fy[kus esa leFkZgksaxhA

* fla/h esa bLrykg ,oa eqgkojksa osQ vFkZle>dj muosQ okD;&fuekZ.k djus esaleFkZ gksaxhA

* ^czãk th Hkqy* dgkuh dks le>rs gq,^Nksfdfj;qfu th gkyrqfu* ij oko~Q&dkS'kyizLrqr djus esa leFkZ gksaxhA

* izko`Qfrd lkSUn;Z ij vk/kfjr 'kglokjhdfork osQ Hkko dks le>rs gq, mlsvfHkO;Dr djus esa leFkZ gksxhA

* 'kCn Kku osQ vk/kj ij iwNs x, 'kCnksaosQ foykse 'kCn fy[kus esa leFkZ gksaxhA

* ,dopu ls cgqopu cukrs gq, 'kCnksdks funsZ'kkuqlkj fyax ifjorZu djrs gq,iqu% okD; fuekZ.k djus esa leFkZ gksaxhA

* flU/h Hkk"kk osQ ckjs esa tkudkjh izkIrdjrs gq, flU/h Hkk"kk dh mRifÙk ,oafodkl dks lfp=k o.kZu djus esa leFkZgksaxhA

* flU/h Hkk"kk esa eT+ewu fy[kus esa leFkZgksaxhA

* vius fiz;tuksa dks flU/h Hkk"kk esa [+krfy[kus esa leFkZ gkssaxhA

q

(vxLr)

q

(flrEcj)

X – 33


iksfgZ;r (dfork)

gfy;ks gyq

jktk jathr flag twa c okrkZmaQ

lqj lksjB (dfork)

yk[kh.kks yky

ifo=krk

* izeq[krk* l`tukRedrk

* n`<+ fu'p;* izsj.kk* y{; izkfIr

* Kku dk foLrkj

* Kku dk foLrkj* HkkokfHkO;fDr* lkfgfR;d Kku

* Kku dk foLrkj* vocks/u {kerk

* l`tukRedrk

* ladyu

* îksfgZ;r* dfork esa esgurd'k etnwjksaosQ lkFk gksus okys vR;kpkj osQ ckjs esai<+dj fla/h Hkk"kk esa Lojfpr dforkfy[kus esa leFkZ gksaxhA

* y{; izkfIr osQ fy, eu esa tks'k dk;ejguk pkfg,A bl rF; dks le>rs gq,flU/h Hkk"kk esa dfork Lojfpr dforkfy[kus eas leFkZ gksaxhA

* Nk=kk,a jktk jathr flag osQ thou lsifjfpr gksrs gq, ns'k osQ fy, muosQ}kjk fd, x, ;ksxnku osQ lkjs esa tkulosaQxhA

* ^lqj lksjB* osQ 'kk;j 'kkg vCnqy yrhiQdk lfp=k thou ifjp; fy[k losaQxh,oa ^lqj lksjB* osQ Hkko le>rs gq,vfHku; osQ :i esa izLrqr djus esa leFkZgksaxhA

* ia- tokgjy yky usg: th osQ thouls ifjfpr gksrs gq, ^Hkkjr ns'k ,sa usg:*ij fuca/ fy[kus esa l{ke gksaxh ,oaoko~Q dkS'ky izLrqr djus esa leFkZ gksaxhA

* vkioQs vius 'kCnksa esa Hkkoksa dks ^^lqjlksjB** fy[kus esa leFkZ gksaxhA

* îfo=krk* dfork dks le>rs gq, bldklkjka'k fy[kus esa leFkZ gksaxhA

* fla/h yksd dFkk ^^lksjB&jkbZ fM~;kp**'kkg vCnqy&yrhiQ dh dfork osQ :iesa i<+rs gq, vius Hkko fy[k losaQxhA

Post Mid Term (vDVwcj)

X – 34

vtark twa xqI+kQkmQa

lt.k rwa e NfMft

fgeky; (dfork)

rdnhj ,sa rnchj

[+kr] fjiksVZ

vkpk;Z fouksck

okV osUns tk iwj


* fo'ys"k.k* l`tukRedrk* fodkl dkS'ky

* oko~QdkS'ky* vfHkO;fDr {kerk

* O;kdjf.kd Kku

* l`tukRedrk* ys[ku dkS'ky

* ladyu* oko~Q&dkS'ky* p;u dkS'ky* HkkokfHkO;fDr* l`tukRedrk* oko~Q&dkS'ky

* ^^vtark twa xqiQkmQa** ikB dks le>rsagq, Hkkjr ns'k dh ,sfrgkfld /jksgjksadk lfp=k o.kZu djus esa leFkZ gksaxhA

* ^lt.k raawa e NfMft* dgkuh osQ ys[kdjke iatok.kh th dk thou ifjp; nsusesa leFkZ gksaxhA

* ^fgeky;* dfork dk vFkZ le>dj flaèkhesa oko~Q dkS'ky izLrqr djus esa leFkZgksaxhA

* ikB osQ vk/kj ij ^dfBu esgur ,oaHkkX;* ij fla/h esa okn&fookn djus esaleFkZ gksaxhA

* fla/h Hkk"kk esa [+krq ,oa fjiksVZ fy[kus esaleFkZ gksaxhA

* vkpk;Z fouksck Hkkos th dk Hkkjr ns'kosQ fy, fd, x, ;ksxnku dk lfp=ko.kZu djus esa leFkZ gksaxhA

* vU; egkiq#"kk s a dh thouh i<+djoko~Q&dkS'ky izLrqr djus esa leFkZ gksaxhA

* flU/h lkfgR; dh yksd dFkk ^êweyjk.kks** osQ uk;d ,oa ukf;dk osQ ekè;els vius mn~~ns'; izkfIr osQ fy, tkrsle; dfo jkg esa ;kstuk yukrs tk jgsgSaA ^^bl Hkko** dks le>rs gq, Nk=kk,aHkko vfHkO;fDr dj losaQxh

uoEcj

X – 35


vnc ;k lfgr Nk vkgs

yhyk pusljyhyk [ks fgnk;r (dfork)

eqf'dy [ks ekr dj

ca/u

* ftUl] vnn

fgoqQ oqQVqac

* p;u dkS'ky* iBu dkS'ky* HkkokfHkO;fDr

* Kku dk foLrkj* fo'ys"k.k* laLo`Qfr cks/

* egRokdka{kh* l`tukRedrk* rF; Kku

* oko~Q dkS'ky* ys[ku dkS'ky

* O;kdjf.kd Kku

* l`tukRedrk* ldkjkRedrk* izLrqfrdj.k

* ikB o s Q vk/kj ij lkfgR; dhfo'ks"krkvksa dks le>rs gq, viuh fiz;iqLrd osQ ckjs esa fy[kus esa leFkZ gksaxhA

* flU/ dh izfl¼ yksddFkk yhyk pusljdk s i<+r s gq, uk;d&ukf;dk dhfo'ks"krk,¡ crkrs gq, vfHku; izLrqr djusesa leFkZ gksaxhA

* dfork dks le>rs gq, thou esa vkbZeqf'dyksa dk MVdj lkeuk djus dhizsj.kk ls izsfjr gksrs gq, Lojfpr dgkuhfy[kus esa leFkZ gksaxhA

* ^ca/u* dgkuh dks le>rs gq, dgkuhdk lkj vius 'kCnk s a es a fy[kdjoko~QdkS'ky osQ :i esa izLrqr djus esaleFkZ gksaxhA

* O;kdj.kkRed vH;kl osQ vk/kj ijiqfYyax 'kCnksa dk L=khfyax ,oa ,dopuls cgqopu cukus esa leFkZ gksaxhA

* Nk=kkvksa esa ^ôlq/So oqQVqEcde~** dhHkkouk fodflr gks losaQxhA lkFk gh^^laxBu osQ egÙo dks le>rs gq, bldkHkko ys[ku dkS'ky osQ :i esa izLrqrdj losaQxhA

(tuojh)

fnlEcj

X – 36

TERM-IFRENCH


Chapter 1 – Retrouvons nos amis Pre-Mid-Term Month : April

Warm up exercise

Vocabulary

Grammar

Q & A related to text

Warm up exercise

Vocabulary

Writing task

Research on “Le Tour de France” toexplain how it is celebrated in France.

Explore meanings of unfamiliar wordsand create a paragraph on “Le Tourde France” with new vocabularylearnt.

Reflect knowledge of new vocabularylearnt by correctly identifying thesynonyms of the words from giventext.Cite examples of “the articles”, “theadjectives” and the three types ofverbs from the text.

Conjugate all the three types of verbs

Create a short paragraph using passecompose, imparfait emphasing theneed to keep our environment cleanduring festivals.

Analytically answer questions relatedto the text

Collect information on educationsystem of France and disuss it in theclass

Converse with each other in Frenchusing appropriate vocabulary

Infer meanings of unfamiliar wordsWrite a letter to your frienddescribing the education system inFrance using the new vocabularylearnt and how is it different from oureducation system.

Research, appreciateexplain, communicate

Explore, thinkcritically, analyze,apply, create

Recall, identify

apply

Think critically,Identify, analyze,cite, exemplify

Recall, apply,conjugate

Infer, summarizerelate, analyze

Collect, appreciatediscuss

Converse,communicate,

Explore, infer, thinkcritically

Format, recall, apply,synthesis, evaluate,organize

Chapter 2 : Après le bac... Month : April

X – 37


Grammar

Dialogues

Q & A. related

Warm up exericse

Vocabulary

Grammar

(i) Writing task

(ii) Message writing

Q and A related to text

Warm up exercise

Analytically examine the sentences totransform them from present tofuture simple.

Conjugate all the three types of verbsin future antérieur and apply these tomake short sentences.

Recall information to arrange thedialogues in correct order.

Analyse text to answer questions.

Use prepositions, les adjectifs,interrogatifs, les pronomsinterrogatifs in various sentences andapply the same in day to day bases.

Infer the meanings of unfamiliarwords.

Prepare curriculum vitae giving thenecessary details.

Write a letter to your frienddescribing your job profile.

Device all details to write a messageto your father telling him that you willbe joining the new job in a week’stime.

Analytically answer the questions.

Gain knowledge on the significanceof reading a magazine, newspaperand how can one improve theirvocabulary.

Examine, analyze,apply, transform

Apply, conjugate,create

Recall, apply,synthesis, arrange

Analyze, reproduce

Think critically,explore, apply

Infer, think critically

Prepare, thinkcriticallyformulate, apply

Format, recall, apply,synthesis, evaluate,organise

Format, recall, apply,evaluate, organize,think critically

Analyze, recall,answer

Explore, appreciate,create, apply

Chapter 3 : Chercher du travail Month : May

Chapter 4 : Le Plaisir de Lire Mid-Term Month : July

X – 38

Vocabulary

Writing Task

Q & A related to the text

Warm up exercise

Grammar

Writing task

Warm up exercise

Vocabulary

Movie making

Class disucssion

Q & A related to text

Correlate the synonyms of the wordsfrom the text.

Write a letter to your friend tellinghim about the novel you have readrecently.

Meaningfully infer the text to answerthe questions.

Gain knowledge on different ways tocommunication mass media.

Differentiate between Pronom <<en/y>>

Using new vocabulary write an articleon <<media–A boon to the society>>

Collect information on popular moviesof France and write your reviews inFrench language.Infer meanings of unfamiliar words.

Make a short documentary film inFrench on “Les miserable” / “La nuitnoire” using the tools of mass mediaand books.Using the French language commentcritically and present views, on the“Role of cinema in French history”.

Analytically answer the questions.

Think critically, explore,Identify, analyze,correlate apply,organize

Think critically,format, recall, apply,evaluate, organise

Think critically infer,apply,Extrapolate,recall, relate

Think criticially, explore,converse, communicate

Analyze, differentiate,apply

Think criticially, Argue,convince

Explore, appreciate,create, synthesis

Explore, thinkcritically, applyGather, choose,identify, innovate,create

Think critically, analyze,synthesis, evaluate,argue, convince

Analyze, recall,answer


Chapter 6 : Chacun ses gôuts Month : July

Chapter 5 : Les Médias Month : July

X – 39

Warm up exercise

Vocabulary

Grammar

Writing task

Message writing

Warm up exercise

Grammar

Writing task

O&A related to text

Warm up exercise

Gain knowledge about adjectivepossessive.

Infer meaning of unfamiliar words.

Use adjective possessif and pronompossessive in various sentences.

Write a paragraph on how can onehave good health.

Write a message to your prof. tellingthat you are ill and can’t come toschool tomorrow.

Use subjontif in various sentencesand apply the same in day to dayconversation

Conjugate the verbs in subjontif

Write on article on <<the protectionof environment>> and also design aposter on it.

Meaningfully infer the text to answerthe questions

Identify the different traffic signs anduse imperative to explain theirpurpose.

Think critically,apply, infer

Think critically,explore, validate

Think critically,conjugate, apply

Format, recall, apply,synthesis, evaluate,organise

Format, recall, apply,synthesis, evaluate,organize

Think critically,conjugate, Apply

Recall, apply,conjugate

Think critically,design, create, apply,recall

Infer, Think Criticallyapply, extrapolate,recall relate

Identify, recall, applyrelate, analyze


Chapter 7 : En pleine forme Month : August

Chapter 8 : L’ environnement Month : August

Chapter 9 : Métro, boulot, dodo POST-MID TERM Month : September

X – 40


Vocabulary

Class debate

Grammar

Dialogues


Warm up exercise

Vocabulary

Writing task

Enactment

Grammar


Validate meanings of unfamiliarwords through exploration.

Participate in a debate on “Highspeed rail is one of the safest modeof transport”.Cite examples of conditional presentet conditional passé from the giventext.Recall information to arrange thedialogues in correct order.

Meaningfully infer the text to answerthe questions.

Collect information to highlight thepolitical system of France and drawa comparison with Indian politicalsystemInfer meanings of unfamiliar wordsthrough exploration.

Write a letter to your frienddescribing the political system ofFrance.

Analyze the procedure of election ofthe president of France and enact itin the class.

Conjugate the verbs in gérondif andapply to make short sentences.

Transform the given sentences indirect or indirect speech according tothe case.Meaningfully infer the text to answerthe questions.

Think critically,validate, explore

Debate,communicateargue, convince

Identify, analyze, citeexemplify

Recall, apply,synthesis arrange

Infer, think critically,apply, relate, extrapolate

Collect, compare,differentiate,highlight

Think critically, inferexploreThink critically, Format,recall, applysynthesis, evaluate,organize

Analyze, studies,create, enact

Recall, conjugateapply

Apply, transform

Infer, think criticallyapply, relate, extrapolate

Chapter 10 : Vive la republique Month : October

X – 41

Warm up exercise

Voabulary

Class discussion

E-mail writing

Dialogues


Vocabulary

Grammar

Inter cultural activity(Speaking)


List different words related totechnology.Explore analytically the meanings ofunfamiliar words.

Correlate the synonyms of the wordsfrom the text.

Using french language commentartically and presence your views on<Is internet a blessing to mankind>?

Write an email to your friend usingappropriate vocabulary to tell him tellhow technology has made the worldsmall.Recall information to arrange thedialogues in correct order.

Infer information from the text tosummarize answers.

Inter meanings of unppmiliar words

Use all pronouns, forme-reminale etverbes learnt so far

Organise event in the school basedon “less unmonde intercultural)

Inter information from the text tosummarize answers

Collect, recall, relate

Think critically, infer,explore

Identify, analyze,correlate

T.C., analyze,synthesis, evaluate,argue, convince

Think analyticallyformat, summarize,convey/communicate

Recall, apply,transform

Analytically, infer,analyze, infer, relate,apply

Thining criticially,explore, validate

Knowledge, apply,transform, construct

Knowledge, apply,organise, research,explore

Analytically, interstate, explore, apply

Chapter 11 : C’est bon le progress FINAL TERM Month : October


Chapter 12: Vers un monde interculturel Month : November

X – 42

TERM-IMATHEMATICS

Topic : Pair of linear equations in two variables Pre-Mid Term April


Pair of linear equations intwo variables

Graphical method of solutionof pair of linear equations

Algebraic method of solvinga pair of linear equations intwo variables

Equations reducible to a pairof linear equations in twovariables

Geometrical meaning of thezeros of a polynomial

• Recall and define general form oflinear equations in two variables

• Express linear equations in twovariables

• Plot ordered pairs in therectangular coordinate system

• Verify whether ordered pair is asolution of equation

• Create graphs of linear equationsto solve word problems

• Analyse graphs to identify x and yintercepts

• Determine whether ordered pair isa solution of pair of linear equationin two variables

• Solve a system of linear equationby the method of substitution,elimination and cross-multiplication method

• Reduce and reframe an equationinvolving two variables to generalform

Find the zeros of a polynomial bymeans of graph, where it intersectsthe x-axis

• Extrapolate

• Synthesise

• Accuracy• Interpretation• Appreciate

linearity innature

• Critical thinking• Inculcate habit of

sharing, selfdiscipline, learnto cooperate

• Application ofconcept

• Problem solvingaptitude

• Interpret andtransform

• Observationalskills

• Interpretation• Extrapolate

Topic : Polynomials Pre-Mid Term Month : April

X – 43

• Analytical thinking• Verification• Formulate

• Logical thinking• Problem solving

aptitude

• Conceptual under-standing

• Knowledge ofconcept

• Instinctive aware-ness of thepresence andimportance ofunderlyingstructure

• Logical thinking

• Deductivereasoning

• Problem solving

• Extrapolate• Synthesise

• Observational skills• Recognise

structure• Logical thinking

Relate the zeroes of the quadraticpolynomial ax2 + bx + c with thecoefficients a, b, and c

Calculate the other two zeroes of acubic polynomial when only one zerois given

Develop understanding oftrigonometric ratios of an acute angleof a right angled triangle

Tabulate and make use of trigono-metric ratios of standard angles of 0°,30°, 45°, 60°, 90° to right angledtriangle

Recall and correlate the concept ofcomplementary angles with thetrigonometric ratios

Prove trigonometric identities takingthree identities as the base

Recall the basic ratios of trigonometry

Visualise eye movement whileobserving an object


Relationship between zeroesand coefficients of aquadratic polynomial;

Division algorithm forpolynomials

Trigonometric ratios

Trigonometric ratios of somespecific angles

Trigonometric ratios ofcomplementary angles

Trigonometric identities

• Review basics oftrigonometry

• Meaning of angle ofelevation and angle ofdepression

Topic : Introduction to Trigonometry Pre-Mid Term Month : May

Topic : Some applications of trigonometry Pre-Mid Term Month : May

X – 44

• Apply trigonometry inproblems to find heightsand distances

Euclid’s Division Lemma

Fundamental theorem ofArithmetic

Revisiting irrational numberstheir decimal expansion

Division of a line segment ina given ratio (internally)

Tangents to a circle• At a point on the circle• From a point outside the

circle


Make use of the concept of angles ofelevation and depression to drawfigures as per the problem and applytrigonometry to reach the solution

Correlate Euclid’s division lemma withthe concept of long division alreadylearnt in earlier classes

Represent every given compositenumber as a product of primes andappreciate that every factorization ofcomposite number is unique

Prove that √2, √3 etc. as irrationalnumbers and justify the condition onirrational numbers to have nonterminating and non repeatingdecimal expansion

Divide a line segment in the givenratio and justify the construction

Construct a pair of tangents to a circleand justify the same

Recall the basic ratios of trigonometry

• Conceptualise• Analytical thinking• Critical thinking• Problem solving

aptitude

• Extrapolate• Conceptualise• Develop reverence

and respecttowards greatmathematicianfor theircontribution tothe field ofmathematics

• Critical thinking• Express• Appreciate Unique

quality• Able to solve

problems

• Verification• Make logical

deductions• Recognise

structures

• Accuracy• Estimation• Golden ratio

present in nature


• Self discipline• Motor skills

Topic : Real Numbers Mid Term Month : July

Topic : Constructions Mid Term Month : July

X – 45


Similar figures

Similarity of triangles

Criteria for similarity oftriangles

Areas of similar triangles

Pythagoras Theorem

Mean of grouped data

Mode of grouped data

Identify plane figures which have thesame shape and their dimensions arein a certain ratio

Identify and visualise triangles whichhave the same shape and their sidesbear a certain ratio

Apply the basis on which two trianglescan be termed as similar like AAA,SAS, SSS and RHS

Verify the ratio between areas of twosimilar triangles with respect to theratio of the square of theircorresponding sides

Prove Pythagoras theorem using theconcept of similar triangles as thebase and apply the same

Calculate the average from groupeddata using different methods i.e.direct, assumed mean and stepdeviation method

Determine the modal class in a groupdata and calculate mode using theformula

• Conceptualunderstanding

• Recognition ofsimilar figures innature


• Ability to visualize

• Thinking skills• Instinctive

awarenessof underlyingstructures

• Interpretation• Evaluation

• Conceptualthinking


• Conceptualthinking

• Investigate• Caring for

environment

• Logical Thinking• Conceptual

thinking

Topic : Triangles Mid Term Month : August

Topic : Statistics Mid Term Month : August

X – 46

Determine the median class in agroup data and calculate medianusing the formula

Represent cumulative frequencydistribution graphically and interpretthe same

Locate points in 2-dimensionalCartesian coordinate system

Apply the formula and calculatedistance between two points on aplane

Calculate the coordinates of a pointwhich divides the line segmentjoining the two points internally in theratio m : n using the formula

Find the coordinates of the mid-pointof the line segment using the sectionformula with ratio 1:1

Apply the formula and calculate thearea of triangle when the coordinatesof the vertices are given

• Extract• Value for money

• Logical Thinking• Conceptual thinking• Extract• Problem solving

• Interpretation• Analytical skills• Problem solving• Presentation• become sensitive

towards gender

• Conceptualise• Accuracy

• Values likeimportance ofteamwork,Selflessness

• Calculate• Verification

• Calculate• Verification

• Problem solving• Environment

sensitivity

Median of grouped data

Graphical representation ofcumulative frequencydistribution

Plotting of points oncoordinate plane

Distance Formula

Section Formula

Mid point Formula

Area of Triangle


Topic : Co-Ordinate Geometry Mid Term Month : August

X – 47

• Extrapolate• Express• Conceptualise

• Synthesise• Express


• Evaluate• Logical thinking


• Recognise structure

• Evaluate• Analytical thinking• Problem solving

• Deductivereasoning

• Analytical thinking

• Observe• Analyse• Calculate

• Realise value oftime and developself discipline

• Evaluate

• Observe• Logical reasoning

• Introduction to quadraticequations

• Standard form of quadraticequations

• Solution of a quadraticequation

• Factorization method

• Completing squaresmethods

• Nature of roots

• Introduction

• Arithmetic Progression(A.P.)

• Identification of A.P. inreal life situations

• First term and commondifference

Recall the concept of quadraticpolynomials and correlate with linearequation and quadratic equation

Represent the equation in generalform as ax2 + bx + c = 0 where a, b, care real numbers a ≠ 0

Solve the quadratic equation by usingdifferent methods

Recall factorization method and applythe same to quadratic equation

Apply the method of completing thesquares to solve a quadratic equationand show the same geometrically

Calculate discriminant to find natureof roots and apply the same toproblem solving

Recognize the patterns in a givenseries.

Understand the term ‘commondifference’and its importance in anA.P.

Identify the situations in daily lifewhere the A.P.is observed and applyit in solving problems

Identify the first term and thecommon difference

Topic : Quadratic Equations Mid Term Month : September


Topic : Arithmetic Progression Post Mid Term Month : October

X – 48

Apply the formula and calculate thenth term of an AP

Apply the formula and calculate thesum upto n terms of an A.P.

Apply the formula for calculating nthterm and sum upto n terms in real lifesituations

Locate common point of intersectionof a line and a circle in a plane

Define tangent and secant

State the theorem and reason out thesame (by logical reasoning)

Show that the length of two tangentsdrawn to a circle from an externalpoint are equal, theoritically andgeometrically

Apply the theorems in variousproblems and solve them

Recall the concept of circumferenceof circle and make use of it in dailylife situations

• Calculate• Deductive reasoning

• Evaluate

• To sensitisechildren aboutthe need forsaving environ-ment

• Draw, Observe andanalyse

• Drawing skills• Accuracy

• Conceptualise• Recognise

underlyingstructure

• Justification• Observational

skills• Analytical thinking• Verification

• Logical thinking• Problem solving

• Conceptualise• Evaluate• Problem solving

ability

• Find the nth term of anA.P.

• Sum of first n terms

• Application

Introduction

Tangent to a circle

Tangent at any point of acircle is perpendicular to theradius through point ofcontact

Length of tangent from anexternal point

Application in problems

Perimeter and area of circleand area


Topic : Circles Post-mid Term Month : October

Topic : Area related to Circles FINAL TERM Month : November

X – 49


Areas of sector and segmentof a circle

Areas of combination ofplane figures

Introduction

Surface area of acombination of solids

Volume of a combination ofsolids

Conversion of solid from oneshape to another

Frustum of a cone

Identify and apply the terms – major/minor sector, major/minor segment,angle subtended by the arc at thecentre, area of sector of given angle,length of an arc of a sector of givenangle

Combine the plane figures andcalculate the area

Combine various solid shapes andidentify such shapes in thesurroundings

Combine two solid shapes andcalculate its surface area

Combine two solid shapes andcalculate the volume

Transform a solid shape to anothersolid. Compare and analyse theirsurface area and volume.

Convert a cone to a frustum andcalculate its volume and surface area

• Calculate• Problem Solving

ability• Formulate

• Recognizestructure

• Critical thinking

• Identify, visualize,draw

• Correlate• Conceptualise• Recognise 3-D

structures aroundthem

• Visualize• Compute• Calculate• Environment

sensitivity

• Visualize• Compute• Calculate

• Convert andvisualize

• Celebratingdiversity (Gendersensitivity)

• Visualize• Compute• Calculate

Topic : Surface area and volumes FINAL TERM Month : November

X – 50

Topic : Probability FINAL TERM Month : December


Meaning of word‘Probability’

Probability a theoreticalapproachClassical Probability

Sum of all probabilities

Complement of an event

Sure and impossible events

Problems on simple events

Associate probability as a chance

Formulate probability of an Event E as No.of outcomes favourable to E

P(E) = No. of all possible outcomes

of the Experiment

Verify that the sum of all proba-bilities of all the elementary events ofan experiment is 1

Justify that for any E, E´ stands for notE and show that P (E) + P (E´) = 1

Validate the maximum and minimumvalues of probability. Hence the fact0 ≤ P (E) ≤ 1

Apply the concept learnt to the givenproblems

• Conceptualise• Sensitise them

towardsdifferentpossibilities anduncertainities

• Formulate• Calculate• Decision making• Logical thinking

• Calculate• Verify

• Calculate• Justify

• Extract• Extrapolate• Justify

• Critical thinking• Analytical thinking• Develop

sensitivitytowards genderand environmentfactors

X – 51


TERM-IPHYSICS

Lesson-1 : Electricity PRE-MID TERM Month : April – May

1. Electricity • Identify charge as a fundamentalquantity

• Develop meaning of electriccurrent and its unit, electricpotential, potential difference andtheir units.

• Evolve Ohm’s law and express itmathematically

• Verify Ohm’s law experimentally

• Develop meaning of resistanceusing Ohm’s law

• List the factors which affectresistance.

• Explain resistivity, Conductors,resistors & insulators

• Experimentally determine thefactors affecting resistance

• Calculate effective resistance inseries and in parallel combination

• Experimentally verify the laws ofresistances in series and in parallel.

• Understanding,Synthesis

• UnderstandingAnalysis,Synthesis

• UnderstandingAnalysis

• Understanding,Application

• Observe,Synthesis

• UnderstandingCritical Thinking

• Comprehension,Application

• Application,Analysis,ColleborativeLearning

• Application,Analysis

• Application,AnalysisEvaluation

X – 52


2. Heating effect of current

1. Magnets

2. Magnetic effect ofelectric current

• Analyse the uses of conductors,resisters and insulators.

• Observe that heat is produceddue to flow of current

• State Joule’s law and express itmathematically

• Recognise application ofcommercial unit of energy in ourdaily life

• Infer that appliances of higherpower consume more energy. So tosave energy, use of high powerappliances should be minimized

• Discover applications of heatingeffect of electric current like fuse,heaters.

• Solve numerical problems

• Recall magnets and list theirimportant properties

• Conceptualize magnetic field linesand list their properties.

• Experimentally trace magneticlines of force

• Discover magnetic effect ofcurrent with the help ofelectromagnets.

• Interpret construction of Solenoid& electro-magnet and their uses


• UnderstandingAnalysis

• UnderstandingEvaluationAnalysis,Synthesis

• Application,Analysis,Evaluation

• Environmental,friendly, Criticalthinking

• Understanding,EvaluatingCritical thinking

• Application

• Understanding,ComprehensionSynthesis

• ApplicationCritical thinking

• ComprehensionAnalysis,Evaluation

• Evaluate,Understanding,

• Application,Problem Solving

Lesson-2 Magnetic Effect of Electric Current PRE-MID TERM July

X – 53


• ApplicationAnalysis

• UnderstandingAnalysis, EvaluateColleboratinglearning


• Understanding,Application,

• Understanding,Application,Critical thinking

• Understanding,Comprehension

• ApplicationComprehension

• Understanding

• Understanding,Analysis

• ComprehensionAnalysis,Evaluation

• Analysis,Synthesis

• Comprehend and apply right handthumb rule to find the direction ofmagnetic field

• Experimentally study the forceacting on a current carryingconductor.

• Comprehend and apply Fleming’sLeft hand rule for finding directionof force on a current carryingconductor.

• Observe experimentally electro-magnetic induction.

• Comprehend induced current,state Fleming’s Right hand ruleand apply it to find direction ofinduced current

• Identify light as a form of energythat affects sight

• Distinguish between ray and beam

• List types of beam

• Conceptualize the term reflectionof light and laws of reflection

• Analyse image formation in planemirror and name thecharacteristics of this image

• Distinguish between real & virtualimage

3. Electromagnetic induction

1. Light, Reflection of Light

3A. Reflection of light and Mirrors MID TERM August–September

X – 54

• UnderstandingApplication

• Comprehension,Analysis,Synthesis

• Critical thinkingAnalysis


• Application,Cretical thinking,Colleborativelearning


• EmpathyCritical thinking


• Comprehend the term sphericalmirrors, identify their types anddefine the terms—pole, apertune,focus principal axis, centre ofcurvature, radius of curvaturefocal length.

• Discover rules for obtaining imageformed by spherical mirrors.

• Draw ray diagrams to showformation of image by concaveand convex mirror

• Study the formation of image by aconcave mirror and a convexmirror for different positions ofobjects

• Experimentally find focal length ofa concave mirror by focussing theimage of a distant object.

• Investigate the uses of planemirrors, concave mirrors andconvex mirrors in our day-to-daylife, with the help of activity

• Analyse that as they see anambulance coming on the road,should immediately give the wayso that the patient inside canreach hospital at earliest

• Conceptualize sign conventionsand apply to solve numericals


X – 55


• Comprehend mirror formula

= +1 1 1f v u

and magnification

formula

= − = −&v I v

mu O u

• Solve numerical problems usingabove relations

• Classify optical medium as a rareror a denser medium.

• Comprehend definition ofrefraction of light and represent itdiagrammatically

• Evolve laws of refraction of light,verify them experimentally

• Interpret the meaning of the termrefractive index and its relation tothe velocity of light

• Analyse the reason behindeveryday phenomena usingknowledge of refraction of light

• Develop definition of a lens

• Identify types of lens

• Discover rules for image formationin lenses

• Sketch ray diagrams to locateimage in convex and concavelenses

• Application,Synthesis

• Understanding,Application,Analysis

• Understanding,Application,Analysis

• UnderstandingCritical thinking

• Application

• Understanding,Analysis,Synthesis

• Critical thinkingAnalysis



• Application

• AnalysisSynthesis

1. Refraction of light

3B. Light — Refraction of Light and Lenses POST MID-TERM October

X – 56


1. Human eye

2. Defects of vision

• Study the image formed by lenses

• Experimentally find the focallength of convex lens by focussingthe image of a distant object

• Comprehend the lens formula

= +1 1 1f v u

and magnification

formula

= −andv I v

mu O u

• Solve numerical problems

• Develop meaning of power oflens, state and define its unit

• Investigate the uses of lenses inour day-to-day life

• Identify human eye as a naturaloptical device which works likecamera.

• Sketch various parts of the eyeand understand their functionsand correlate it to everydaysituations.

• Develop the meaning of termaccommodation as the ability tosee nearby and distant objects

• Explain the terms – far point, nearpoint, least distance of distinctvision


• Comprehension,Analysis, SynthesisCollaborativelearning

• Critical thinking

• Understanding,Application,Evaluation

• Critical thinking,UnderstandingAnalysis, Synthesis

• problem solving,analysis

• Understanding,Analysis,Evaluation

• Understanding,Application, Selfawareness

• Understanding,Application, Selfawareness


4A. Human Eye and Colorful World POST MID-TERM October

X – 57


• Develop the meaning of Myopia,myopic eye, cause of myopia, andinfer its correction using concavelens

• Comprehend Hypermetropia,hyper metropic eye cause of hypermetropia and infer its correctionby convex lens

• Conceptualize Presbyopia, causeof Presbyopia and its correctionusing bifocal lenses.

• Calculate the power of lens forcorrection of eye-defects.

• Explain astigmatism and cataract.

• Infer the advantages of having twoeyes.

• List what to do and not to do forsafety of eyes

• Draw the shape of the prism anddefine angle of prism.

• Trace the path of a ray of lightthrough a glass prism

• Develop meaning of angle ofdeviation

• Comprehend the term dispersionof light

• Develop the meaning of spectrum& name its colours

• Deduce the cause of dispersion

• UnderstandingApplication,Synthesis

• UnderstandingCritical thinking,Synthesis

• Comprehension,Application,Analysis

• Understanding,Application,Evaluation


• Understanding,analysis

• Self awareness,Critical thinking

• Understanding,Comprehnesion

• ComprehensionApplication,Synthesis

• Understanding,AnalysisSynthesis

• Understanding

• Understanding,Analysis, Synthesis

• Application,Evaluation

1. Refraction of lightthrough a glass prism

2. Dispersion of light

4B. Human Eye and Colorful World FINAL TERM November

X – 58


3. Atmospheric Refraction

4. Scattering of light

• Illustrate that white light iscomposed of seven colours

• Recall recombination of spectrumcolours into white light

• Logically analyse the reason forthe formation of rainbow.

• Discover that atmosphere consistsof layers of air having differentdensities.

• Develop the meaning ofatmospheric refraction

• Justify how stars appear totwinkle but planets do not twinkle.

• Deduce the reason for apparentposition of star due to refraction

• Understand the reason foradvanced sunrise and sunset

• Develop concept of scattering oflight and Tyndall Effect

• Infer that the colour of Scatterredlight depends on the size ofparticles

• Reason out the blue colour of thesky & red colour of sun at sunrise

• Observe the scattering of bluelight by colloidal solution

• Understanding,Application, Analysis,Evaluation

• Understanding,Comprehension

• Analysis,Synthesis,Critical thinking

• Understanding,Analysis,Evaluation


• Critical thinking,SynthesisEvaluation

• Application,Analysis,synthesis

• Understandingapplication

• ApplicationAnalysis


• Application,Analysis,Evalution

• Understanding,Analysis

X – 59

Chapter 14 : Sources of Energy FINAL TERM November

- develop the concept of energysources through observation

- identify the parameters needed toclassify a source as a good energysource

– interpret the advantages anddisadvantages of using fossil fuels,thermal power and hydro power assource of energy.

- justify the need to improve thetechnology for using conventionalsources of energy

- analyze the structure, function anduses of a biogas plant

- describe biogas plant as anecofriendly source of energy

- appreciate the technology ofdrawing best out of waste

- synthesize the process of producingelectricity through wind

- develop the concept of non-conventional energy sources & listtheir significance

- interpret the advantages of usingnon-conventional energy sourcesover conventional sources of energy

- use the sources of energyjudiciously

- justify the economic use ofresources

- realize the importance ofconservation of resources for futuregeneration

UnderstandingSynthesis

Analytical thinking,Evaluation Environ-mental awareness

Critical thinking,Application

Analytical thinking,Evaluation

Analysis,Comprehension

Environmentalawareness

Analysisdevelop sense ofresponsibilitySynthesis,Application

ComprehensionSynthesis

Application, Analysis

Evaluation,Applicationdecision making,Critical thinkingEnvironmentalawareness,


Various sources of energy

Good source of energy

Conventional sources ofenergy(a) Fossil fuels(b) Thermal power plant(c)Hydro power plant

Improvement in the technologyfor using conventional sources ofenergy

(a) Biomass-Biogas plant

(b) Wind energy

Non conventional sources ofenergySolar energyTidal energyWave energyOcean thermal energyGeothermal energyNuclear energy

X – 60


PRE-MID TERMCHEMISTRY

Chapter 1 : Chemical Reactions and Equations Month : April

– Demonstrate & verify chemicalchanges

– Relate chemical changes to a dailylife situations

– Convert chemical change into wordequation

– Substitute it by symbols andformula

– Correlate law of conservation tobalancing chemical equations

– Observe the changes to determinea chemical reaction

– Demonstrate types of chemicalreactions

– Compare the different types ofreactions

– Classify the reactions as oxidationor reduction

– Compare the reaction

– Apply oxidation in daily life

– Demonstrate the properties ofacids and bases

– Identify the substances as acids orbases


UnderstandingApplication

Comprehension

Comprehension,ApplicationComprehension,Application, Interpersonal skillsUnderstandingAnalysis

Applicationanalysis & synthesisAnalysisCritical thinkingComprehensionAnalysisAnalysis & synthesisApplicationCritical thinkingEnvironmentawareness

Application

KnowledgeEvaluation

Occurence of a chemicalreaction

Chemical equation

Types of chemical reactions

Oxidation in every day life

Classification of matter

Chapter 2 : Acids, Bases and Salts Month : May

X – 61


– List the properties of acids andbases after performing theactivities

– Compare the properties of acidsand bases

– Correlate the pH to acidic, basic orneutral substances.

– Test the pH values of solutions– Classify the substances into acids

& bases by noting the color of pHpaper

– Discuss the importance of pH ineveryday life

– Associate formation of salts tovarious reactions

– Substitute the names of salts bytheir formulae

– Identify the parent acid and basefrom which the salt is formed

– Tabulate the salts into theirfamilies

– Predict and check the pH of fewcommon salts

– Justify the various uses of salts indaily life and industry

– Demonstrate properties of metalsand non-metals

– Compare properties of both metalsand non-metals

– Identify metals and non-metalsfrom the given samples

– Tabulate the reactivity series ofmetals

– Arrange metals into ascending anddescending order of reactivity

Knowledge AnalysisEvaluation

AnalysisSynthesis

Application

ApplicationComprehension,Evaluation, ProblemsolvingComprehension

Analysis

Comprehension,SynthesisKnowledge,Compre-hension AnalysisSynthesis,Critical thinkingEvaluationApplication, AnalysisEvaluationSelf awareness

Application

Comprehension,Analysis, evaluationKnowledge, analysiscritical thinking

Synthesis, Criticalthinking, KnowledgeCritical thinking,Application

Acids and Bases

pH scale

Salts

Classification of elements

Reactivity Series

Chapter 3 : Metals and Non metals MID-TERM Month : July-August

X – 62


Electron dot structure andbonding

Metallurgy

Corrosion

– Predict the occurrence of variousreactions

– Perform experiments on variousreactions

– Illustrate electronic configurationof elements

– Correlate valency and type of bondformed

– Draw schematic diagrams for ioniccompounds

– Demonstrate properties of ioniccompounds

– Compile the metals and solublesalts from earth’s crust and seawater

– Compare minerals and ores

– Identify various steps in theextraction of metals

– Choose different separatingtechniques for the ores

– Apply conceptual and experimentalknowledge of metals in daily life

– Demonstrate the activityperformed to show corrosion

– Identify the factors responsible forcorrosion

– Relate the metal to the coatingformed

– Propose various methods toprevent corrosion

– Develop and define the variousmethods

ComprehensionApplication

ApplicationAnalysis EvaluationCollaborative

C o m p r e h e n s i o n ,Analysis, ApplicationApplicationSynthesisObserve, evaluate,AnalysisComprehension,Application

Synthesis

ComprehensionAnalysis evaluation

Knowledge,Application, Analysis


Analysis, Application

Synthesis

ApplicationAnalysis

EvaluationKnowledge

Application,ComprehensionEnvironment Awareness

Application, AnalysisSynthesisCreative thinking

X – 63


ComprehensionApplicationSynthesisComprehensionApplication

KnowledgeComprehensionAnalysisSharing

KnowledgeComprehensionAnalysisComprehension,Analysis SynthesisApplication,SynthesisKnowledge, Analysis

ComprehensionApplication, Analysis

Application Analysis

Knowledge,Comprehension,Application

Knowledge, Applicationsynthesis

ComprehensionAnalysis EvaluationKnowledgeUnderstandingEnvironmentalawareness

– Compile the various substancesthat are used in daily life whichcontain carbon

– Illustrate carbon with 4 valenceelectrons forming only covalentbonds

– Correlate the bonds formed assingle, double or triple to thenumber of pairs of electronsshared between them

– Connect electronic dot structure ofatoms for the formation of covalentbonds

– Classify the homologous series andits characters

– Apply the general formula ofhomologous series

– Identify the name of thehomologous series

– Select the compound and identifythe functional group

– Discover the properties of alcoholsand carboxylic acids

– Convert the chemical reactionsinto chemical equations

– Identify the reactants used and theproducts formed in differentreactions

– Compare the properties ofalcohols and carboxylic acids

– Realize the effect of alcohols onliving beings

Importance of the carbonelement

Covalent bond

Homologous Series andfunctional groups

Alcohols and carboxylicacids.

POST MID-TERMCHEMISTRY

Chapter 4 : Carbon and Compounds Month : October

X – 64


Soap and detergents

Classification of elements

Modern Periodic Table

– Select the usage of alcohol as acleaner fuel

– Discover the effect of soap oncleaning

– Identify the reactants used andproducts formed in differentreactions

– Draw the structure of micelle– Compare hard and soft water

– Realize the excessive use of soapsand detergents leads to waterpollution

– Demonstrate activities for thepreparation of soap and foridentifying the salts which causehardness in water

– Classify elements according to theirproperties

– Discover salient features of eachclassification

– Understand the changes inclassification over time

– Correlate the properties with atomicmass

– Find out the achievements andlimitations of each classification

– Discover the salient features of theperiodic table

– Appreciate the periodic trends in theproperties of elements

– Predict the properties of theelement from its position in theperiodic table

– Associate the electronicconfiguration of a particularelement to its atomic number

– Calculate the number of valenceelectrons and the valency of anelement

– Draw inference from the given data

Application

ApplicationKnowledgeKowledge analysis

Analysis, artistic skillsApplication Analysis,SynthesisEnvironmentalawareness

Application

Evaluation

ComprehensionAnalysis SynthesisApplication, AnalysisEvaluationUnderstanding,AnalysisComprehensionApplicationApplicationAnalysis, evaluationApplication, Analysis

Knowledge,UnderstandingApplication, analysisEvaluation

Knowledge,UnderstandingAnalysis

ComprehensionApplication,EvaluationComprehension,Evaluation Analysiscritical thinking

Chapter 5 : Classification of Elements FINAL TERM Month : November

X – 65


PRE-MID TERMBIOLOGY

Chapter 6 : Life Processes Month : April–May

- develop the concept of lifeprocesses

- arrive at the meaning of autotrophicnutrition (photosynthesis)

- compare and contrast the steps ofopening and closing of stomata

- investigate the impact ofenvironment on opening andclosing of stomata

- identify the type of heterotrophicnutrition in living organisms on thebasis of their features

- develop the definition of digestion

- evolve the meaning & function ofenzyme

- arrange/sequentially all the stepsof digestion of food in human

- draw labelled diagram of humandigestive system

interpret the significance of variouspathways of glucose catabolism.

Unify the concept of glucose catabolism

- investigate about the gas releasedduring exhalation

- draw and identify the parts ofrespiratory system

What are life processes ?(a) Autotrophic nutrition

(b) Heterotrophic nutrition

Nutrition in humanbeings

Respiration(a) Breakdown of glucose

(b) Respiration in(i) Human(ii) Invertebrates


Analysis

Comprehension,Application, problemsolvingAnalysis, Applicationdecision makingEnvironmentalawareness

ApplicationAnalysis

Comprehension

Analysis

Synthesis, ApplicationSelf awareness

Artistic skillscreative thinking


Synthesis, Application

Application, problemsolvingArtisticSkill, Application

X – 66


Transportation in humanbeings

Transport and exhange of O2& CO2

Blood vessles

Heart

Lymph –

Transportation in plants

Excretion(a) In human beings(b) In plants

- identify the components of transportsystem in humans

- mark the direction of blood flow inhuman heart

- conceptualize the path ofcirculation through flow chart

- compare and contrast structure andfunction of vein and artery

- draw and identify the parts of humanheart

- emphasize on the importance oflymphatic system

- discover the mechanism oftransport of water in plants.

- identify various waste products- understanding the importance of

filtration and removal of liquid waste(urine) through kidney

- draw the detailed structure ofnephron

- find out the waste products ofplants & mechanism of theirremoval

- discover the impact of less intakeof water on excretory system

- evaluate the coordination andcooperation of different lifeprocesses for survival of organisms

- discover the interdependencebetween plants & animals in thebiosphere

Comprehension,Understanding


Knowledge,Synthesis

Comprehension,Application

Drawing skill,Comprehension

Analysis


ComprehensionComprehension,understandingHealth awareness

Application, ArtisticSkillsAnalysis


Evaluation,coordinationCreative thinkingCritical thinkingEnvironmentalawareness

X – 67


- compare all the life processes inmales & females & on this basisjustify gender equality

- develop the meaning of stimulusand its corresponding response andsensory receptors

- Identify nerve cell and its functions

- construct the sequentialmechanism of transmitting nerveimpulses from one part of the bodyto another

- draw and label the structure of anerve cell

- investigate and list impact ofstimulus that creates reflex action

- construct a reflex arc in responseto a stimulus

- tabulate the structure & function ofeach part of human brain

- analyse the diagram of humanbrain and relate the different partsof brain with their functions

- identify the structure of spinal cord& explain its function

- compare the spinal nerve andcranial nerve on the basis of originand function

Response, stimulus andSensory receptors

Nerve cell

Transmission of impulsethrough synapse

Reflex action

Human Brain

Spinal cord

Peripheral nervous system(a) Spinal nerve(b) Cranial nerve

Gender sensitization

Understanding,Synthesis

Application,Comprehension

Synthesis,Application

Application,Artistic Skill

Analysis,ComprehensionSynthesis, Application

Application, Synthesis

Analysis, ApplicationCritical Thinking


Comprehension,Analysis

Chapter 7 : Control and Coordination Month : July

X – 68


- interpret the need of chemicalcoordination

- locate the position of endocrineglands in human body

- correlate the functions of differenthormones as means of informationtransmission in human body

- interpret the significance of feedback mechanism

- discover the effect of stimuli onplant growth and movement

- differentiate between Nasticmovement and tropic movement

- develop the concept of phyto-hormones

- analyze the effect of concentrationof different plant hormones ongrowth of root / shoot, flowering,ageing etc.

- investigate the importance ofcoordination of different endocrineglands and their secretion inperforming various functionsrelated to growth, metabolism &movements

- Assess different types of plantmovements like touch response inMimosa pudica

- compare the different processeslike transmission of impulses, abilityto think, reflex actions and on thisbasis justify gender equality

– establish the relation betweennoise pollution and physiology ofthe brain. (e.g. Headache)

Chemical co-ordination

Feed-back mechanism

Co-ordination in plants-Environmental stimuli

Phytohormones


Knowledge,Application

Application,Comprehension,Analysis


Application, AnalysisCritical thinking


UnderstandingComprehension

Analysis,Problem solving

Application,coordination,Co-operativelearning


Comprehension,Evaluation,Gender equality


X – 69


Do organisms create exactcopies of themselves ?

Importance of variation

Modes of reproduction usedby single celled organisms

(i) Fission(ii) Fragmentation(iii) Regeneration(iv) Budding(v) Vegetative propogation(vi) Spore formation

Sexual reproduction

Sexual reproduction inflowering plants

- explore the formation and passageof DNA to progeny from parent cells

- explain the significance ofvariation in the survival of species

- conceptualize the various modes ofreproduction used by unicellularorganisms

- observe the formation of twodaughter cells from a single parentcell (through slide)

- observe & relate the small outgrowthsdeveloping from yeast cell with themode of reproduction

- observe the bryophyllum leaves,sprouting seeds & explore the partsof plant which propogatevegetatively

- draw and describe different typesof asexual reproduction

- observe the different methods ofvegetative propogation in ourschool garden

- develop the concept of sexualreprodution

- correlate the labelled diagram toshow the parts of a flower with thefunctions of each part

Analysis,ComprehensionCreative thinking

Comprehension,Application

Comprehension

Comprehension,Analysis

Analysis,Understanding

Application, Analysis,decision making.

Application, ArtisticSkill

Application, AnalysisEnvironmentalawareness, developlove for nature

KnowledgeSynthesis

Application,Analysis

MID TERMChapter 8 : How do Organisms Reproduce ? Month : August–September

X – 70


Sexual reproduction inhuman beings

Male reproductive systemFemale reproductive system

Reproductive health

Heredity

- analyze and organize the processof formation of diploid zygote byfertilization sequentially

- draw labelled diagram of male andfemale reproductive system

- synthesise the various steps ofreproduction in order

- analyse the need of reproductivehealth

- identify the contraceptive measuresand its need

- justify the need of reproduction forthe perpetuation & continuity oflife,

- justify that sex ratio needs to bemaintained to balance thereproductive process and to spreadawareness against female foeticidefor a healthy society

- appreciate the creation of nature bywatching flowers blooming, seedssprouting etc.

- intepret that the process ofproduction must continuously go onfor any novel creation

– develop the concept of heredity

AnalysisProblem solving

Application,Artistic skill

Synthesis, Compre-hension, Application

Analytical ability,Evaluation, Selfawareness

Comprehension,Understanding HealthawarenessEvaluation,Gender equality,Critical thinking

Evaluation,Gender equality,Problem Solving


Creative thinking,Analysis


POST-MID TERMChapter 9 : Heredity and Evolution Month : October-November

X – 71


– identify common traits in humans& classify them in differentcategories

– appreciate the efforts of Mendelfor studying contrasting traitslocated on different chromosomesin pea plant

– construct a monohybrid & dihybridcross and calculate the ratio ofoffsprings (Punnet square)

– co-relate the link between genespresent and the traits expressed

– analyze the importance ofknowledge of gender/sexdetermination in present situationin India

– construct a cross to showpossibility of male or female childbeing born in human

– create awareness of the fact thatscientifically the male isresponsible for the sex of the child,not female through the knowledgegained in the class – which willenlighten the society not to dofemale foeticide.

– assess natural selection by givingexamples

– illustrate genetic drift with the helpof examples

– compare evolution due to naturalselection and genetic drift

– assess how acquired characters areinherited (with examples)

– tabulate evidences of evolution

Analysis, ApplicationProblem Solving

Critical thinking

SynthesisProblem solving

ApplicationProblem solving

Evaluation, AnalysisCritical thinking

Synthesis, AnalysisApplication

Gender sensitization,Critical Thinking

Evaluation, Analysis

Application,ComprehensionComprehension,Analysis, Environ-mental AwarenessEvaluation, Analysis

Synthesis, Analysis

Inherited traits

Mendel’s contributionExperiments on pea plant

Laws of inheritance

How do traits get expressed?

Sex determination

Evolution, natural selection

Inheritance of acquiredcharacters

Evolution and classification

X – 72


Evaluation, Analysis

UnderstandingSynthesis,Comprehension

Synthesis,Comprehension

Evaluation,Critical thinking,Collaborative learningProblem solvingEvaluation, Analysis

Environmentalawareness,analytical thinking,decision making,Analysis

Understanding,Synthesis


Applicaton,Understanding


Synthesis, Analysis

Analysis,Comprehension,

Homologous and analogousorgans

Evolution by stages

Human evolution

Ecosystem and itscomponents

Types of ecosystem

Components of ecosystem

Food chain

Trophic levels

Characteristics of food chain

– justify evolution by evidences offossils

– develop the concept ofhomologous and analogous organand compare them

– synthesise the history of evolutionby discussing on specific examples

– give a brief account of humanevolution and debate on evolutionis ‘progress’ or a ‘process’

– evaluate values imbibed from ourancestors (Ex-talent, systematicapproach, research mindedness)

– appreciate the role of environmentin survival of species withvariations or new traits

– justify that natural environmentselects the species (naturalselection) on the basis of theirstruggle with examples

– develop the definition of ecosystem& study the components

– classify ecosystem in to varioustypes on the basis of their natureand size

– correlate the importance of bioticand abiotic components in all eco-system

– develop the definition of foodchain and trophic level

– construct the food chain withdifferent trophic levels

– establish nutritional relationshipsamong organisms

Chapter 15 : Our Environment Month : November

X – 73


Flow (transfer) of energy in anecosystem – Ten percent law

Food web

Characteristics of food web

Biodegradable and nonbiodegradable wastes

Ozone depletion

Effects of ozone depletion

Why do we need to manageour resourcesForest wild life

Water for all

Coal & petroleum

An overview of NaturalResources Management

– determine features of food chain– calculate the amount of energy

transferred among various trophiclevels in a food chain

– develop the definition of food web

– construct food web formed byinterlinking of food chain

– compare biodegradable and non-biodegradable wastes

– analyze and discover the reason ofozone layer depletion and measuresto avoid this

– interpret the harmful effects ofozone depletion

– justify and circulate awarenessamongst themselves & society forprotection of ozone layer

– sensitize for planting of more treeswhich provides huge amount ofoxygen in the atmosphere

– explore the need of management ofnatural resources

– Critically analyse the importance offorests & the need of conservation

– Understand the importance of wateras a universal solvent & as an elixir oflife

– discover the uses of coal & petroleiumas natural resources

– interpret the significance of naturalresources management

Comprehension,Problem solving,Application

Understanding,synthesis

Synthesis, Analysisappreciate inter-dependence in nature

Comprehension,AnalysisAnalysis,problem solvingDecision making criticalthinking Evaluation

Application,Evaluation

Evaluation, CollaborativeEnvironmental,awareness

Environmentalawareness, Creative


Analysis, Criticalthinking, EnvironmentalawarenessApplication

Analysis

Application, AnalysisEnvironmental awareness

Chapter 16 : Management of Natures Resources FINAL TERM Month : Nov.-Dec.

X – 74


TERM-IHISTORY

India and the Contemporary World-II Pre-Mid Term Month : April–May

The students will be able to :

• find out the features ofurbanization, urban life and needfor urbanization

• categorize the features ofurbanization

• compare & contrast differentphases of urbanization in twodifferent contexts – Bombay andLondon.

• research on the effect of planneddevelopment of cities

• assess on the light of socio-economic life of people in urbanareas by comparing the system ofurbanization and industrializationin Bombay and London.

• analyze the status of women in thecity of London.

• appreciate the need for leisure andentertainment in urban life.

Research, Infer,Relate, justify

IdentifyCompare &categorise

Analyze,Compare & contrast

ResearchCreative thinking

CompareDifferentiateCritically analyseEmpathiseEvaluate

Gender SensitizationGender equality

SpeculateInterpretAppreciateValue-promote socio-economic equality

Chapter 1 : Work, Life andLeisure.

(a) Patterns of urbanization(b) Migration of people and

growth of towns(c) Social changes and

urban life(d) Merchants, middle

classes, workers andurban poor

Case studies :London and Bombay in the19th and 20th centuries

X – 75


[A] Emergence of Novels inthe West

[B] The relationshpbetween novel andchanges in modernsociety

[C] Novelists of India in the19th century

[D] A study of majorNovelists of the world

[A] First world war, Khilafatand Non Co-operationmovements

[B] Salt Satyagaha andCivil Disobediencemovement

[C] Movements ofpeasants, Workers andTribals

Chapter 2 : Culture, Identity and SocietyNovels, Society and History

July –August

ResearchCategoriseReviewAppraiseGender sensitization

SummarizeReviewEvaluate

RecognizeExamineInferValue-insist ongender equality

RecallAssociateCritically examineInterpret

InquireSpeculateConcludeEmpathise

The students will be able to :trace the history of emergence ofNovel as a form of modern literature

identify and describe the themes andstyles of literary creations of thewriters of the West and India(particular reference to womennovelists).

conclude that novel as a form ofwriting has a specific history and thatthey reflect historical changes withinsociety and shape the forces ofchange.assess that some of the ideas ofwriters were so powerful that it hada great impact on the society.

To students will be able to :

trace the origin and growth ofnationalism in IndiaAnalyze and comprehend the natureof British colonilism in India

research the Gandhian Era byfocussing on different phases ofindian struggle against the Britishfrom Non-Co-opertion to CivilDisobedience movement.

(HISTORY)Chater 3 : Nationalism in India Post-Mid Term October

Mid-Term

X – 76

appreciate the role of various leadersincluding women leaders and massesin the anti imperialist struggle inIndiaanalyse the writings and ideas ofdifferent political groups and individualslike Sarojini Naidu, Jawaharlal Nehru,Khan Abdul Gafar etc.

To students will be able to :

• trace the emergence ofNationalism in Indo China

• analyze and comprehend thenature of French colonialism inIndo-China

• list and point out the differencesbetween French colonialism inVietnam and British colonialism inIndia

• outline the different stages of theanti-imperialist struggle inVietnam.

• examine the role of variousleaders of Vietnamese freedomstruggle – Heroic deeds of Ho-Chi-Minh

• highlight the role of Vietnamesewomen both in war and peace(Gender equality and womenempowerment)

• investigate the reasons for USintervention in Vietnam and thevictory of Vietnam against themighty US army

Appraise,Critically examineGender sensitization

ReviewDebateImbibeValue-glory towardpatriotism

Perceive

Interpret

DifferentiateReason out

Categorise

Examine

Appraise

Critically examineReason outValue-appreciatevalour of women.


[D] Activities of differentpolitical groups

[A] French Colonialism inIndo-China

[B] Phases of struggleagainst the French

[C] The II World War andliberation struggle

[D] The USA and the II Indo-China war

Chapter 4 : Events and Processes. FINAL TERM The Nationalist Movement in Indo-China Nov.-Dec.

January–February : Revision

X – 77


POLITICAL SCIENCE

Pre-Mid Term Month : April–May

Chapter 1. Power Sharing

Chapter 2. Federalism

Chapter 3. Democracy andDiversity

Chapter 4. Gender, Casteand Religion

Comprehend

Analysis

Critical analysis

ConcludeValue : sharing

AnalyzeEvaluate

Critical analysisEvaluateValue-Foster sharing

Value–promote unityCo-relateEmpathise

IdentifyRelateCompatre & ContrastComprehend

Critically EvaluateImbibe

Debate

The students will be able to :Elaborate the meaning andadvantages of power sharing indemocracy.

Discuss the working of spatial andsocial power sharing mechanisms.

Analyze federal structure andinstitutions

Identify the federal provisions andinstitutions in democracy.

Find out the functioning of PanchayatiRaj system in rural areas.

Analyze the objectives ofDecentralisation

The students will be able to :Examine the vital role of struggle inthe expansion of Democracy

Analyse the concept of socialdifferences and its causes.Distinguish between overlapping andcross cutting diifference.Justify how democracyaccommodates social diversities.Generate awareness regardingdifference in gender, caste andreligion

Mid Term Month : July – 30th August

X – 78


Role of struggles in shapingthe democracy in favour ofordinary people

Importance of the pressure &interest groups in shapingdemocracy

Contribution of an ordinarycitizen in democracy

Role of women in democracy

Role of working of newPanchayati Raj institution inrural area

Role of the political partiesin a democracy and runningthe government

Importance of politicalparties in competition andcontestation in democracy

PerceiveRelaterespect for others

BrainstormAppraise, debateValue–respect for all

ClassifyComprehend

ExamineJustify, co-relatedebate

AssessCritical analysis

Associate

IdentifyCo-relateResearch

Critical analysisSummarize

Co-relateResearchEvaluate

Identify the social and religiousdifferences that exist in the country

Develop respect for the right for allsections of the society

The students will be able to :Find out the political and Socialmovements in India.

Generate an awareness about therole of pressure group in healthyfunctioning of democracy

Examine the role of citizens indemocracy

Analyze a gender perspective onpolitics

Justify the vital role of Panchayati Rajsystem in rural area & expansion ofdemocracy

The students will be able to :• Analyze the importance of political

parties in a democracy

• Examine the relationship betweenthe social cleavages and politicalcompetition with reference toIndian situation

Chapter 5. Popular Struggles and Movements Month : August

Chapter 6. Political Parties Post Mid-Term Month : October

X – 79


Nature and working ofpolitical parties in India

Merits and demerits of eachparty system

National and regional partiesof India

Importance of democraticgovernment & quality ofgovernment in democracy

Expected and actualoutcomes of democracy

Accountability of thegovernment towards citizensin democracy

Differences betweenworking of democratic anddictator set up of thegovernment

AnalyzePerceiveApply

CategorisePerceiveApplication

PerceiveCompareAssociateResearchConclude

IdentifyDifferentiateComprehend

AnalyzeCritically ExamineValueResponsibilitytowards society

AssessBrainstormApply

Differentiate,IdentifyAppraise

• Speculate the working of spatialand social power mechanisms

• Compare different types of partysystems in India

• Assess federal provisions andinstitutions

The students will be able to :• Evaluate the functioning of

democracies

• Examine the importance ofcitizen’s participation in democracy

• Generate the skills of evaluatingIndian democracies on some keydimensions e.g. development,dignity of people etc.

• Compare democratic governmentwith that of dictatorship

Chapter 7. Outcomes of Democracy FINAL TERM Month : Nov.-Dec.

X – 80


Accomodation of socialdiversity

Major challenges todemocracy in India

How to make democracymore democratic ?

Role of citizens in deepingthe democracy

• Appreciate the accomodation ofsocial diversity and inculcate thevalue of dignity and freedom ofindividuals in democracy

The students will be able to :• Identify the challenges faced by

democratic countries and try tofind out the sources of strengthand weaknesses of Indiandemocracy

• Reflect on different kinds ofmeasures possible to deepen thedemocracy

• Acquire knowledge and skills toface challenges that democracyfaces today & understand theroleof participatory citizenship

Assess,Critically examinePerce iveValue–developmentof security & dignityfor the pople

AssociateCritically Examine

BrainstormApply

InnovateComprehendGenerate solutionsProblem solving

Chapter 8. Challenges of Democracy Month : November

X – 81


ECONOMICSPre-Mid Term

Chapter 1. The Story of Development Month : April

Chapter 1. The Story ofDevelopment

Chapter 2. Sectors of IndianEconomy

The Students will be able to :Elaborate macroeconomic conceptslike per capita income, literacy rate,I.M.R. and sustainable developmentetc.Analyze the dififerent indicators ofdevelopment

Assess the merits and demerits of PCIas a development indicator.Differentiate economic and noneconomic indicators of developmentIdentify significance of sustainabledevelopment

The Students will be able to :

Identify the significance of servicesector in the Indian economy in thecontext of its contribution to GDP andgenerating employmentAssess India as a major serviceprovider to the worldDistinguish between the organizedand unorganized sectors withexamples.Differentiate between the public andprivate sector with specific example.

PerceiveAnalyse

ListExamineCo-relateBrainstorm

Distinguish,compare & contrast

Critical ThinkingRecommend, SuggestValue-equal rights forall to Make progress

RecognizeRelateCritical thinking

Research

CompareCritical analysis

CompareAnalyseValue-dignity oflabour

Chapter 2. Sectors of Indian Economy Month : May

X – 82


Chapter 3. Money and Credit

Chapter 4. Globalization andIndian Economy

The students will be able to :• Identify the role of money as a

medium of exchange.• Categorise the modern forms of

money.

• Critically evaluate the differentsources of credit–formal andinformal sector.

• Assess the role and importance ofself-help groups in improving theeconomic life of rural people.

• Find out the meaning of basicconcepts like Globalization,liberalization, privatizing, M.N.C.,trade barrier etc.

• Appreciate the reasons for settingup M.N.C. in India.

• Classify various features of foreigntrade, foreign investmentand MNC.

• Evaluate the role of WTO.

• Analyze merits & demerits ofglobalisation

• Examine the role of MNC inglobalisation.

SpeculateCo-relateClassify

CompareInquireAccountability

EvaluateCritical ThinkingAppreciateValue-Equalapportionities oflivelihood for all

InferCo-relateCritical analysis

Problem SolvingGlobal AwarenessIdentifyAnalyzeComprehendInquire, assess,debateCompare, criticalanalysis, co-relateResearch, assess,value (role inspreading cultualawareness)Value Globalawarness and seekingapportunities of life.

TERM-II Mid-Term Month : August

Post Mid-Term Month : October

X – 83


Chapter 5. Consumer Rights • Familiarize with the basic conceptof globalization, liberalization,privatization, MNC and tradebarriers.

• Merits of setting up of M.N.C.’s inIndia.

• Foreign trade and foreigninvestment.

• Merits and demerits ofglobalization.

• Policy of liberalization andavailability of foreign goods.

• Role of World Trade Organization

Comprehend Analyze

Evaluate Appreciate

Differentiate

Research Identify

Critical ThinkingConclude

Asses CriticalAnalysis

Value-Responsibilities ofwell being ofconsumer.

FINAL TERM Month : November

X – 84


GEOGRAPHYChapter 1 : Resources Pre-Mid Term Month : April

Types of resources

Need for resource planning

Resource depletion

Conservation of naturalresources

Land & Soil

Map work

Conservation of soil

Water Resources

Source of water

The students will be able to :

Categorise different types ofresources

Value–Appreciate the importance ofplanned utilisation of resources

Identify the problems of resourcedepletion and try to solve theproblem

Perceive inter-dependence of humanbeings and resources and theconsequences of resource depletion

Suggest measures to check itswastage & preserve for future

Assess importance of land and soil

Identify types of soil on the map ofIndia

Analyze the soil region and the kindof erosion taking place, measures tobe adopted to check soil erosion

List out various uses of water

Identify different sources of water andcollect information on variousmethods of traditional rain waterharvesting

Classifylist, define

Critical thinking,apply, relate

Environmentalprotection,Problem solving

AwarenessSensitivity towards

Environment

Critical thinkingProblem solvingDecision making

Evaluate, analyse

Creativity, locate,identify

Critical thinking,analyse, problemsolvingValue–Conservationresources

Enlist, categorise

IdentifydefineResearchAnalyse

Chapter 3 : Water Resources Mid-Term Month : July

X – 85


Examine the ratio between demandand supply of water

Reason out the causes of waterscarcity

Investigate mechanism of globalwarming and climate change

Develop awareness towards itsjudicious use & conservation

Locate dams on rivers on the map ofIndia

Classify various types of farming

Find out spatial distribution of majorcrops

Corelate relationship between rainfallregime and cropping pattern

Analyze govt. policies for institutionalas well as technological reform sinceindependence

Assess agricultural contribution incountries GDP

Identify problems and try to researchreasons for that and bring out asolution

Water scarcity

Conservation of water

Map work on multipurposeprojects

Types of farming

Major crop

Technological & Institutionalreforms

Contribution of agricultureto national economy

Problems of Indianagriculture

Critical thinking

Reasoning, identify,critical thinking

Analyse RelateEnvironmentalconcernAnalytical thinkingProblem solvingDecision makingMap pointing, locate,identify

Identify, classify, list,define

Classify, list,identify

Logical reasoningAnalysis

AppreciateSocial valuesJustify

Evaluate

Critical thinkingResearchAnalysis

Chapter 4 : Agriculture Month : August

X – 86


Types of occurance ofminerals

Distribution of minerals

Extraction of minerals

Conservation of mineralresources

Map Exercise

Importance of industries

Types of industries

Spatial distribution

Students will be able to :

Classify the minerals

Identify the mode of occurance

Analyze how quality & quantity variesfrom place to place

Identify that minerals are unevenlydistributed

Conclude procedure involved inmining

Solve problems associated withmining

Recgonise the importance of mineralsfor the development of the nation

Develop sense towards the need fortheir judicious utilization

Recognise the impact of mining on theenvironment and suggest measures

Locate on map the places related tothe distribution of mineral

Students will be able to :Assess the importance of industriesin the national econoomy

Establish relationship betweennatural resources and types ofindustries

Speculate regional disparties and thefactors affecting industrial location

Differentiate

Infer, apply

ComprehensionRealize

Interpret, relate,Identify

Describe, recognizeProblem solving

Decision making

Appreciate, justify,co-relate

Empathy, humanvalues, ethics

Sensitivity towardsEnvironment

Map PointingIdentify, locate

Logical thinkingAnalysis

Co-relate, analysis,define

Interpret, analyseClassify

GEOGRAPHYChapter 5 : Mineral and Energy Resources Month : August

Chapter 6 : Manufacturing Industries POST MID-TERM Month : October

X – 87

Industrial pollution

Transport network

Modes of Transport

Role of Transport andcommunication

Analyze impact of industries on manknow the steps taken to checkenvironmental degradation

Assess the vital role played bytransport and communication inintegration of the nation

Compare different modes of transport& communication

Develop sensitivity towards the roleof transport & communication inintegrating the national and globaleconomy

Relate their role in enhancing tradeand commerce and also tourism

Judge how far the environment ismaintained due to increase in traffic

Discuss the pollution level in differentareas and steps taken to solve thisproblem

Critical thinkingProblem solvingDecision making

AppreciateCritical thinking

DifferentiateCompareExplain

Critical thinkingAnalysis

Sensitization

Global awarenessCultural valuesCo-relate

JustifyCritical thinking

Decision MakingProblem SolvingEnvironmentalconcern


Chapter 7 : Lifelines of National Economy FINAL TERM Month : November

X – 88

INTRODUCTION TO DISASTER MANAGEMENTTogether Towards a Safer India Part-III


• develop an understanding of whyand how the modern disasteractivity is involved with pre-disasterand post-disaster activities.

• know the key personnel orspecialists related to disastermanagement and associate themwith the types of disasters andphases in which they are useful.

• develop an awareness of thechronological phases of naturaldisaster response and refugeereliefoperations

• identify the major disaster typeswith special reference to theeffects of the killer waves.

• examine the “relief system” andthe “disaster victim.”

• to identify the tools and techniquesto survive from such extremesituations.

• to find out the differentcommunication system used tomake the people aware about suchdisaster.

• describe the planning strategiesuseful in mitigation.

• identify the regulatory controlsused in hazard management.

• describe public awareness andeconomic incentive possibilities.

• assess the tools of post-disastermanagement.

• identify the organizations that areinvolved in natural disasterassistance

• differentiate between disasterassistance for refugee operationsand for natural disasters.

Analysecomprehend

Relate

Analyse andexamine

List & Categorise

Assess

List Problem Solving

Research , Analyseand comprehend

Identify

Critically analyze

Social awareness

Evaluate

Identify andCategorize

Compare & Contrast

Chapter 1Introduction 1

Chapter 2Tsunami – The killer seawaves

Chapter 3 Survival Skills

Chapter 4Alternative CommunicationSystems

Chapter 5Safe Construction Practices

Chapter 6Sharing Responsibilities andplanning ahead

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